How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
- Gregory, Brent, Gregory, Sue, Wood, Denise, Masters, Yvonne, Hillier, Mathew, Stokes-Thompson, Frederick, Bogdanovych, Anton, Butler, Des, Hay, Lyn, Jegathesan, Jay Jay, Flintoff, Kim, Schutt, Stefan, Linegar, Dale, Alderton, Robyn, Cram, Andrew, Stupans, Ieva, Orwin, Lindy McKeown, Meredith, Grant, McCormick, Debbie, Collins, Francesca, Grenfell, Jenny, Zagami, Jason, Ellis, Allan, Jacka, Lisa, Campbell, John, Larson, Ian, Fluck, Andrew, Thomas, Angela, Farley, Helen, Muldoon, Nona, Abbas, Ali, Sinnappan, Suku, Neville, Katrina, Burnett, Ian, Aitken, Ashley, Simoff, Simeon, Scutter, Sheila, Wang, Xiangyu, Souter, Kay, Ellis, David, Salomon, Mandy, Wadley, Greg, Jacobson, Michael, Newstead, Anne, Hayes, Gary, Grant, Scott, Yusupova, Alyona
- Authors: Gregory, Brent , Gregory, Sue , Wood, Denise , Masters, Yvonne , Hillier, Mathew , Stokes-Thompson, Frederick , Bogdanovych, Anton , Butler, Des , Hay, Lyn , Jegathesan, Jay Jay , Flintoff, Kim , Schutt, Stefan , Linegar, Dale , Alderton, Robyn , Cram, Andrew , Stupans, Ieva , Orwin, Lindy McKeown , Meredith, Grant , McCormick, Debbie , Collins, Francesca , Grenfell, Jenny , Zagami, Jason , Ellis, Allan , Jacka, Lisa , Campbell, John , Larson, Ian , Fluck, Andrew , Thomas, Angela , Farley, Helen , Muldoon, Nona , Abbas, Ali , Sinnappan, Suku , Neville, Katrina , Burnett, Ian , Aitken, Ashley , Simoff, Simeon , Scutter, Sheila , Wang, Xiangyu , Souter, Kay , Ellis, David , Salomon, Mandy , Wadley, Greg , Jacobson, Michael , Newstead, Anne , Hayes, Gary , Grant, Scott , Yusupova, Alyona
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian society for Computers in learning in Tertiary Education, : Changing Demands, Changing Directions: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
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- Description: Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
- Authors: Gregory, Brent , Gregory, Sue , Wood, Denise , Masters, Yvonne , Hillier, Mathew , Stokes-Thompson, Frederick , Bogdanovych, Anton , Butler, Des , Hay, Lyn , Jegathesan, Jay Jay , Flintoff, Kim , Schutt, Stefan , Linegar, Dale , Alderton, Robyn , Cram, Andrew , Stupans, Ieva , Orwin, Lindy McKeown , Meredith, Grant , McCormick, Debbie , Collins, Francesca , Grenfell, Jenny , Zagami, Jason , Ellis, Allan , Jacka, Lisa , Campbell, John , Larson, Ian , Fluck, Andrew , Thomas, Angela , Farley, Helen , Muldoon, Nona , Abbas, Ali , Sinnappan, Suku , Neville, Katrina , Burnett, Ian , Aitken, Ashley , Simoff, Simeon , Scutter, Sheila , Wang, Xiangyu , Souter, Kay , Ellis, David , Salomon, Mandy , Wadley, Greg , Jacobson, Michael , Newstead, Anne , Hayes, Gary , Grant, Scott , Yusupova, Alyona
- Date: 2011
- Type: Text , Conference paper
- Relation: Australian society for Computers in learning in Tertiary Education, : Changing Demands, Changing Directions: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
- Full Text:
- Reviewed:
- Description: Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.
Academic leaders' perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education
- Holt, Dale, McGuigan, Nicholas, Kavanagh, Marie, Leitch, Shona, Ngo, Leanne, Salzman, Scott, Watty, Kim, McKay, Jade
- Authors: Holt, Dale , McGuigan, Nicholas , Kavanagh, Marie , Leitch, Shona , Ngo, Leanne , Salzman, Scott , Watty, Kim , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 5 (2016), p. 1-18
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- Description: This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of ePortfolio use in business education in the sector is profiled through the perspectives of academic business leaders. The reasons why ePortfolio use is limited are explored, along with the possible benefits through greater and more systematic use in the curriculum. Various technological, training and support implementation issues are highlighted. The framing of key elements of effective implementation are summarised at the end of the paper. © 2016 Australasian Journal of Educational Technology.
- Authors: Holt, Dale , McGuigan, Nicholas , Kavanagh, Marie , Leitch, Shona , Ngo, Leanne , Salzman, Scott , Watty, Kim , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 5 (2016), p. 1-18
- Full Text:
- Reviewed:
- Description: This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of ePortfolio use in business education in the sector is profiled through the perspectives of academic business leaders. The reasons why ePortfolio use is limited are explored, along with the possible benefits through greater and more systematic use in the curriculum. Various technological, training and support implementation issues are highlighted. The framing of key elements of effective implementation are summarised at the end of the paper. © 2016 Australasian Journal of Educational Technology.
Rhetoric and reality : Critical perspectives on education in a 3D virtual world
- Gregory, Sue, Gregory, Brent, Wood, Denise, Butler, Des, Pasfield-Neofitou, Sarah Ellen, Hearns, Merle, Se Freitas, Sarah, Farley, Helen, Warren, Ian, Jacka, Lisa, Stokes-Thompson, Frederick, Cox, Robert, Crowther, Patricia, Atkins, Clare, McDonald, Marcus, Reiners, Torsten, Wood, Lincoln, Sim, Jenny, Grant, Scott, Campbell, Chris, Hillier, Mathew, Meredith, Grant, Steel, Caroline, Jegathesan, Jay Jay, Zagami, Jason, Sukunesan, Suku, Gaukrodger, Belma, Schutt, Stefan, Le Rossignol, Karen, Hill, Matthew, Rive, Pete, Xiangyu, Wang
- Authors: Gregory, Sue , Gregory, Brent , Wood, Denise , Butler, Des , Pasfield-Neofitou, Sarah Ellen , Hearns, Merle , Se Freitas, Sarah , Farley, Helen , Warren, Ian , Jacka, Lisa , Stokes-Thompson, Frederick , Cox, Robert , Crowther, Patricia , Atkins, Clare , McDonald, Marcus , Reiners, Torsten , Wood, Lincoln , Sim, Jenny , Grant, Scott , Campbell, Chris , Hillier, Mathew , Meredith, Grant , Steel, Caroline , Jegathesan, Jay Jay , Zagami, Jason , Sukunesan, Suku , Gaukrodger, Belma , Schutt, Stefan , Le Rossignol, Karen , Hill, Matthew , Rive, Pete , Xiangyu, Wang
- Date: 2014
- Type: Text , Conference paper
- Relation: Proceedings of ASCILITE 2014 - Annual Conference of the Australian Society for Computers in Tertiary Education p. 279-289
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- Description: The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members' institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds.
- Maher, Damian, Sanber, Shukri, Cameron, Leanne, Keys, Philip, Vallance, Roger
- Authors: Maher, Damian , Sanber, Shukri , Cameron, Leanne , Keys, Philip , Vallance, Roger
- Date: 2013
- Type: Text , Conference paper
- Relation: 30th Annual conference on Australian Society for Computers in Learning in Tertiary Education, ASCILITE 2013
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- Description: This paper reports on an evaluation undertaken of the potential impact of a Network for Educators: the Pathways for Learning, Anywhere, Anytime (PLANE) website. The evaluation was undertaken in New South Wales, Australia with teachers in Government, Catholic and Independent schools in both rural and suburban areas. The benefits and challenges associated with supporting teachers’ information and communication technologies (ICT) skills via a professional learning network platform are highlighted. Results of the study indicate that a well-designed online platform could potentially provide a space for teachers to learn to integrate ICT in their teaching with and from each other within a learning community.
Teaching students using technology : Facilitating success for students from low socioeconomic status backgrounds in Australian universities
- Authors: Devlin, Marcia , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 1 (2016), p. 92-106
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- Description: Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LSES students what had helped them succeed. Twenty-six staff experienced in effectively teaching and supporting LSES students were also interviewed about what approaches they used in their work. Analysis of the study's findings indicates a strong theme related to the use of technology in effectively teaching and supporting LSES students. In particular, the use of a range of resources and media, facilitating interactive and connected learning, enabling personalised learning and assuring high academic standards were found to contribute to student success. The implications of these findings are discussed with a specific focus on promoting effective teaching practice and informing related policy. At a time when the diversity of the student cohort in Australian higher education institutions is increasing, the findings reported in this paper are both timely and critical for educators and institutions. © 2016 Australasian Journal of Educational Technology.
- Authors: Devlin, Marcia , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 1 (2016), p. 92-106
- Full Text:
- Reviewed:
- Description: Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LSES students what had helped them succeed. Twenty-six staff experienced in effectively teaching and supporting LSES students were also interviewed about what approaches they used in their work. Analysis of the study's findings indicates a strong theme related to the use of technology in effectively teaching and supporting LSES students. In particular, the use of a range of resources and media, facilitating interactive and connected learning, enabling personalised learning and assuring high academic standards were found to contribute to student success. The implications of these findings are discussed with a specific focus on promoting effective teaching practice and informing related policy. At a time when the diversity of the student cohort in Australian higher education institutions is increasing, the findings reported in this paper are both timely and critical for educators and institutions. © 2016 Australasian Journal of Educational Technology.
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