ASCILITE Publications最新文献_第2页

Monash Rocks 莫纳什岩石

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.757

Barbara Macfarlan, Marian Anderson, Julie Boyce, Tom Chandler, Thomas Bochynek, M. Yeates, Colin Maynard

{"title":"Monash Rocks","authors":"Barbara Macfarlan, Marian Anderson, Julie Boyce, Tom Chandler, Thomas Bochynek, M. Yeates, Colin Maynard","doi":"10.14742/apubs.2017.757","DOIUrl":"https://doi.org/10.14742/apubs.2017.757","url":null,"abstract":"This paper describes the development of the “Monash Rocks” app - designed to bring our landscape to life through augmented reality. We describe the highs and lows of the development process, the lessons we learned along the way, and our plans for further development of the app to showcase the Monash Earth Sciences Garden and extend the space into further innovative, immersive teaching and learning experiences. The creation of Monash University’s Earth Sciences Garden (MESG), a \"living\" geological map of Victoria collating nearly 500 rock specimens, gave us the perfect vehicle for an Augmented Reality (AR) experience. Students and visitors to the MESG can now use the Monash Rocks App on their phones to view a 3D display that overlays the live camera feed on the device enhancing the experience of the environment, taking it to another dimension. The value in augmenting a learning environment is in its ability to pull virtual objects into real scenes (Green & Chandler, 2014, p.549), in this case expanding the physical environment through time and space on a journey back millions of years. The rock now becomes alive, telling its story and supplying information that is missing in the “real life” walk through the garden.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"120 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986564","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

Evaluating the sustainability of tablet devices in blended learning 评估平板设备在混合式学习中的可持续性

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.779

C. Palikat, Paul Gruba

引用次数: 0

Quantext Quantext

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.756

Jenny McDonald, Adon Christian Michael Moskal

引用次数: 0

Understanding students’ views on feedback to inform the development of technology-supported feedback systems 了解学生对反馈的看法，为开发技术支持的反馈系统提供依据

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.740

Linda Corrin, Paula De Barba

{"title":"Understanding students’ views on feedback to inform the development of technology-supported feedback systems","authors":"Linda Corrin, Paula De Barba","doi":"10.14742/apubs.2017.740","DOIUrl":"https://doi.org/10.14742/apubs.2017.740","url":null,"abstract":"In an increasingly expanding higher education system, students have routinely said that they don’t get enough access to feedback to support their learning. While this feedback loop is recognised as a critical issue, the growing use of technology as part of teaching and learning could provide some solutions to this problem. The emergence of the field of learning analytics has the potential to provide mechanisms for reducing some of the concerns students have about receiving feedback. However, a greater understanding of how learning analytics can be used to provide meaningful assessment feedback to students is needed. This paper presents the initial findings from a study that investigated students’ preferences for the delivery of assessment feedback to improve their learning. The findings show that there is a diversity of student perspectives on what feedback is most useful for their learning which is influenced by the type of assessment, the discipline in which the assessment takes place, the year level of the student and the ability to compare performance to others. The outcomes of this study provide evidence of what students want when it comes to analytics-based feedback which can be used to inform the development of guidelines for how such feedback can be designed and delivered in higher education.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"104 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987613","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

The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language 基于数字游戏的语言学习移动应用对中国英语作为外语的学习者外语单句口语表达的复杂性、准确性和流利性发展的影响

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.749

Feifei Han, Zehua Wang

{"title":"The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language","authors":"Feifei Han, Zehua Wang","doi":"10.14742/apubs.2017.749","DOIUrl":"https://doi.org/10.14742/apubs.2017.749","url":null,"abstract":"The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"107 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986926","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

Explaining learning achievement in student experience of blended learning 解释学生混合式学习体验中的学习成就

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.748

Feifei Han, Robert Ellis

{"title":"Explaining learning achievement in student experience of blended learning","authors":"Feifei Han, Robert Ellis","doi":"10.14742/apubs.2017.748","DOIUrl":"https://doi.org/10.14742/apubs.2017.748","url":null,"abstract":"Drawing on theories of student approaches to learning and sociomaterial perspectives on learning, we investigated how a combination of sociocognitive and sociomaterial variables explain variation in 365 students’ learning achievement in a first year human biology blended learning course in an Australian research intensive university. We used a close-ended questionnaire to measure students’ approaches to learning through inquiry, approaches to using online learning technologies, and their use of on-campus physical learning spaces. We obtained use of online learning tools in terms of frequency and duration through analytics provided by a proprietary learning management system. Students’ learning achievement was evaluated using six assessment tasks in the course. Correlation analyses were conducted to examine the relationship between approaches, use of online learning tools, use of oncampus physical learning spaces, and achievement. Based on the correlation results, we regressed learning achievement on approaches, use of online learning tools and physical learning spaces. The results showed that by introducing sociomaterial variables into the regression model, a significant proportion of learning achievement was explained over and above the explanations offered by sociocognitive factors alone, highlighting the important role of both sociocognitive and sociomaterial factors in blended learning.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"122 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986382","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

Women and rural people’s participation in tertiary education through Internet resources in India 印度妇女和农村人口通过互联网资源接受高等教育的情况

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.773

S. Sandhu

引用次数: 1

Blended learning as a disruption in a vocational education building program 混合式学习对职业教育建设项目的干扰

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.792

M. Colasante, Cathy Hall-van den Elsen

引用次数: 0

Using an e-authoring tool (H5P) to support blended learning 使用电子创作工具（H5P）支持混合式学习

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.761

Sarika Singh, Kirstin Scholz

{"title":"Using an e-authoring tool (H5P) to support blended learning","authors":"Sarika Singh, Kirstin Scholz","doi":"10.14742/apubs.2017.761","DOIUrl":"https://doi.org/10.14742/apubs.2017.761","url":null,"abstract":"With an increasing emphasis on blended learning at Victoria University (VU), all the units are to be redesigned and delivered in a blended approach by the end of 2020. This presentation will outline VU librarians’ experience in the use of an open source e-authoring tool (H5P) to support the University’s blended learning strategy. We will discuss using the H5P tool to enhance library instructional videos and create interactive learning objects to support a specific unit. By using these enhanced resources, students are actively engaged with the content and can easily revisit and review at any time and are able to complete self-assessment activities at their own pace and receive immediate feedback on their performance. Furthermore, this presentation will showcase various H5P learning objects created by librarians that are reusable and shared with all VU staff, who can access from the learning objects library in VU’s learning management system (VU Collaborate). Instead of duplicating learning resources, teaching staff and other librarians are able to save time through reusing the learning objects/activities. In addition, we will outline the data that were accessible through VU Collaborate and feedback received from the teaching staff. The benefits of the tool outweighs the limitations and future plans are suggested to continue utilising this tool for the University’s First Year Model.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"122 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986385","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

Enhancing the role of pedagogical beliefs in TPACK-based professional development 加强教学信念在基于 TPACK 的专业发展中的作用

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.739

Lis Conde, L. Corrin, K. Elliott, G. Kennedy

引用次数: 0