ASCILITE Publications最新文献

The changing nature of student engagement during a digital learning task 数字化学习任务中学生参与性质的变化

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.765

P. Wiseman, J. Lodge, A. Arguel, G. Kennedy

引用次数: 2

The combined effects of physical and virtual models in learning cellular biology 物理模型和虚拟模型在细胞生物学学习中的综合效应

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.763

Jinlu Wu, Hong Van Nguyen, Ruilin Chen, Pui Yee Fiona Fan, Kar Jun Loh

{"title":"The combined effects of physical and virtual models in learning cellular biology","authors":"Jinlu Wu, Hong Van Nguyen, Ruilin Chen, Pui Yee Fiona Fan, Kar Jun Loh","doi":"10.14742/apubs.2017.763","DOIUrl":"https://doi.org/10.14742/apubs.2017.763","url":null,"abstract":"Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share knowledge remotely. This study aims to find out whether physical and virtual models work synergistically to enhance student engagement in learning an undergraduate Life Sciences module. Three independent experiments were conducted to assess learning effectiveness on three biology concepts through four learning approaches: video with virtual model only, video with integration of virtual and physical model demonstration, F2F lecture using virtual model only, F2F lecture using virtual and physical models. Participants were randomly assigned to different groups each with one learning approach. Data collected through pre- and post-tests revealed that significant improvement in learning scientific concepts occurred in one of three controlled experiments when the video contains both virtual and physical models, while no obvious difference found in the other two experiments. This data suggests that well-prepared digital media alone may convey scientific information well and additional physical models do not aid in information acquisition. However, feedback survey on student learning experience showed that all participants preferred to learn from physical models. In all three experiments, students consistently voted that the physical models attracted their attention and enhanced their interests. They made better mind maps and raised more questions. These hint that a combination of digital media with physical models might improve engagement and promote higher order thinking. ","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"108 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing virtual collaborative health team educational environments 开发虚拟协作医疗团队教育环境

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.738

T. Cochrane, T. Stretton, S. Aiello, S. Britnell, Duncan Christie, S. Cook, Vickel Narayan

引用次数: 3

A Community of Inquiry approach to learning design in a community-engaged learning program 在社区参与式学习项目中采用 "探究社区 "方法进行学习设计

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.758

Brahm Marjadi, Kashmira Dave, Glenn Mason

{"title":"A Community of Inquiry approach to learning design in a community-engaged learning program","authors":"Brahm Marjadi, Kashmira Dave, Glenn Mason","doi":"10.14742/apubs.2017.758","DOIUrl":"https://doi.org/10.14742/apubs.2017.758","url":null,"abstract":"The Medicine in Context (MiC) program is the flagship community-engaged learning and teaching program at the Western Sydney University School of Medicine. MiC students attend placements at community organisations, General Practice clinics and face-to-face tutorials and lectures for two fiveweek blocks. Responding to students’ lack of engagement and preference for more flexible delivery modes, a blended learning approach using the Community of Inquiry framework to guide the design has been gradually introduced since 2014. The MiC webpage was revised to simplify access to key information and resources. Five lectures were transformed into online modules and one workshop was converted into a flipped classroom. Multi-media open educational resources were added to replace some reading materials. Online “Weekly Study Guide” scaffolds, paces and aligns students’ self-directed learning with MiC learning outcomes. Moving program evaluation and some assessments to an online platform enables more timely feedback. These developments have resulted in novel, engaging learning activities. Preliminary evaluation indicates students’ greater engagement with the MiC program and deeper levels of learning indicated by increased levels of reflection and the demonstration of MiC learning outcomes being satisfied.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"111 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Framing the digitally capable university 构建数字化大学

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.760

Fiona Salisbury, John Hannon, Jennifer Peasley

{"title":"Framing the digitally capable university","authors":"Fiona Salisbury, John Hannon, Jennifer Peasley","doi":"10.14742/apubs.2017.760","DOIUrl":"https://doi.org/10.14742/apubs.2017.760","url":null,"abstract":"The proliferation of “literacies” in educational discourse reflect a diverse array of interests, encompassing computer, information, technical, media literacies, and also forms like academic, financial, and health literacies. As digital literacies have become a concern for the higher education curriculum, there has been a tendency to define it as a practical type of operational know-how. This paper sets out a university-wide, holistic and critical approach that breaks from the legacy of institutional framings that narrow digital literacies to a set of skills or competencies. In developing a Digital Literacies Framework, La Trobe University articulated a shared understanding of digital literacies as the capabilities and attitudes that are needed by staff and students ‘in a digitally connected world’. This marks a shift from strategies that primarily deploy institutional curriculum mapping and measurement approaches; rather it argues for an institutional approach that requires collaboration and strategic engagement of students and academic and professional staff in order to meet goals related to building digital capability. The La Trobe Digital Literacies Framework takes a whole of university perspective that integrates policy and practice, providing a rationale for the critical importance of digital literacies in domains of life, work and learning, addressing an implicit ‘Why?’ question from staff and students. The University Library coordinated the Framework development. It was a scholarly undertaking that gathered evidence and reviewed international best practice. In this endeavour, the La Trobe University Library is a leader in the implementation of a university-wide strategy for digital literacies in Australia.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"122 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Me in a Minute 我在一分钟内

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.753

T. J. S. Jorre, Liz Johnson, Gypsy A. O’Dea

引用次数: 1

By design 按设计

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.790

Brett Fyfield, Iwona Czaplinski

{"title":"By design","authors":"Brett Fyfield, Iwona Czaplinski","doi":"10.14742/apubs.2017.790","DOIUrl":"https://doi.org/10.14742/apubs.2017.790","url":null,"abstract":"This paper takes a design research approach to the challenge of transforming learning and teaching in higher education (HE) as it is experienced at the level of an interdisciplinary team composed of content matter experts and specialists in education. It is based on the reflections of members of the team working collaboratively to transform an undergraduate biology unit, delivered in intensive mode in parallel with a standard teaching semester to improve both student engagement and teaching staff satisfaction. The unit learning design tests 21st century active learning pedagogies in the context preparing students for their professional lives. Using semi-structured interviews and reflective inquiry the authors attempt to uncover the salient features of the process of implementing technology enhanced learning, and generate constructive design solutions. The work is situated in the scholarship of learning and teaching as it encourages \"reflection-in-action\" and a commitment to sharing what works in STEM teaching and learning in contemporary environments. The teaching team focus on the complex problems of preparation, attendance, and engagement in a series of intensive labs, whilst the professional staff focus on the complex problems of innovation and student engagement in higher education. A number of known and hypothetical learning design principles are integrated with the affordances of the chosen learning environment (OneNote) and used to propose plausible solutions. These solutions are used to iteratively refine the learning environment and reveal new design principles. The data shows improved staff engagement with the unit and the students through an enhanced role in the application and development of modern pedagogies. The paper emphasises the benefits of providing for and supporting the emergence of microcultures, and suggest strategies for those that wish to emulate the approach taken.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"119 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using threshold concepts about online teaching to support novice online teachers 利用在线教学的阈值概念为新手在线教师提供支持

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.780

M. Northcote, Kevin P Gosselin, Peter Kilgour, C. McLoughlin, Chris Boddey

{"title":"Using threshold concepts about online teaching to support novice online teachers","authors":"M. Northcote, Kevin P Gosselin, Peter Kilgour, C. McLoughlin, Chris Boddey","doi":"10.14742/apubs.2017.780","DOIUrl":"https://doi.org/10.14742/apubs.2017.780","url":null,"abstract":"As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"119 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A learning analytics view of students’ use of self-regulation strategies for essay writing 从学习分析角度看学生在论文写作中使用自我调节策略的情况

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.771

Kelly Tresize, Paula De Barba, D. Jennens, Alexander Zarebski, Robert Russo, Gregor Kennedy

{"title":"A learning analytics view of students’ use of self-regulation strategies for essay writing","authors":"Kelly Tresize, Paula De Barba, D. Jennens, Alexander Zarebski, Robert Russo, Gregor Kennedy","doi":"10.14742/apubs.2017.771","DOIUrl":"https://doi.org/10.14742/apubs.2017.771","url":null,"abstract":"Essay writing is a fundamental part of higher education. Students’ use of self-regulatory skills, such as time management and planning and writing strategies, while writing essays predicts better writing quality. Current characterisations of the relationship between self-regulation and essay writing are limited by the difficulty of assessing self-regulation in real-life essay writing contexts. This paper reports on a novel approach to examine students’ use of self-regulation strategies in a real-life setting, using learning analytics. Four case studies are presented to illustrate similarities and differences in students’ use of time management, planning and writing strategies. Participants managed their time in very different ways to complete the assignment. They were active over a different number of days, engaged in sessions of different durations, and at different times of the day. The participants used a variety of approaches to their writing: one participant started early and allowed editing time, another typed gradually over a number of days, and two participants waited until the due date to complete the essay, with varying amounts of editing. Findings from this research contribute to a novel detailed empirical evidence of different essay preparation behaviour in real-life settings. After further studies with a variety of essay types and student samples, there may be significant value in using the approached outlined in this paper as the basis of tools they provide students with advice and support in their essay preparation.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"102 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cross-disciplinary evaluation of digitally recorded feedback in higher education 对高等教育中数字记录反馈的跨学科评估

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.776

Michael Phillips, Tracii Ryan, Michael Henderson

{"title":"A cross-disciplinary evaluation of digitally recorded feedback in higher education","authors":"Michael Phillips, Tracii Ryan, Michael Henderson","doi":"10.14742/apubs.2017.776","DOIUrl":"https://doi.org/10.14742/apubs.2017.776","url":null,"abstract":"Research demonstrates that assessment feedback created using audio, video, and screencast recordings can offer advantages over text-based feedback. However, the majority of research and experience in this domain has largely been limited to a single disciplinary or cohort context. This project aimed to empirically investigate if recorded feedback (i.e. audio, video, and screencast) could be effectively implemented across different contexts, including disciplines. As part of this, teaching staff from five discrete subjects provided digitally recorded feedback to students on at least one assessment task. Assessment types included various forms of written assignments, completed by individuals or groups of students. This paper reports on survey data collected from 351 students who received recorded feedback or text-based feedback. Survey respondents were enrolled in five subjects across four disciplines (Education, Pharmacy, Engineering, and Management). To triangulate the survey findings, interview data from nine students are also included. Overall, the findings indicate that students in all disciplines found digitally recorded feedback to be more satisfying, more useful, and more engaging than text-based feedback alone. However, these outcomes differed across contexts; results tended to be elevated in subjects with smaller cohorts, and when richer audiovisual modalities were used. In two of the cases students, while still being overall positive, indicated that the feedback was less clear, usable and satisfying than indicated in other cases. These differences are explored and issues of teacher experience, cohort size, group assessment, and disciplinary cognate traditions are considered.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"122 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2