• The Luria model of information processing

      Angus, John (ASCILITE, 1985-06-01)
    • Promises, promises - Viatel and education

      Hosie, Peter (ASCILITE, 1985-06-01)
    • Human-computer interaction and CAI: A review and research prospectus

      Hedberg, John G.; Perry, Neil R. (ASCILITE, 1985-06-01)
    • Microcomputers and education

      Maggs, Alex; Ray, Elaine (ASCILITE, 1985-06-01)
    • The efficiency of educational communications networks: ATS-1 as a quasi-mass medium

      Lange, James C. (ASCILITE, 1985-06-01)
      The ATS-1 satellite has been used for educational teleconferencing networks in the Pacific Islands for the past decade. It has been criticised as inefficient, but these criticisms are largely based on a misunderstanding of the limitations of the satellite, which make it what Regan (1978) calls a "quasi-mass medium". This study analyses the content of ATS-1 traffic to examine both the strengths and weaknesses of its networks, and suggests ways to improve their operation.
    • ATS-1 in perspective

      Davies, N. Georges; Seumahu, E. Steve (ASCILITE, 1985-06-01)
    • Computer videodisc education systems

      Dunbar, Raden (ASCILITE, 1985-06-01)
    • Editorial 1(1)

      ASET, ASET (ASCILITE, 1985-06-01)
    • Professional learning in higher education: Understanding how academics interpret student feedback and access resources to improve their teaching

      Curwood, Jen Scott; Tomitsch, Martin; Thomson, Kate; Hendry, Graham (ASCILITE, 2015-11-19)
      Previous research on professional learning has identified that face-to-face consultation is an effective approach to support academics’ learning from student feedback. However, this approach is labour and time intensive, and does not necessarily provide all academics with just-in-time support. In this article, we describe an alternative approach, which involves the creation of Ask Charlie, a mobile website that visually represents results from student evaluation of teaching (SET), and provides academics with personalised recommendations for teaching resources. Ask Charlie was developed and evaluated by drawing on design-based research methods with the aim to support professional learning within higher education. A semester-long evaluation of the website led to recommendations for improving the effectiveness and value of online, personalised, and interactive resources for academics. While Ask Charlie offered access to a valuable teaching resource portal, it was crucial that its design took into account time as well as timing in terms of supporting professional learning. Our findings suggest that future development of the website could include additional features to encourage reflection and communication as well as promote alignment with existing professional development strategies across the university.
    • Re-designing university courses to support collaborative knowledge creation practices

      Lakkala, Minna; Toom, Auli; ILOMÄKI, LIISA; Muukkonen, Hanni (ASCILITE, 2015-11-19)
      Higher education institutions should not only aim to educate academic experts who master their own fields, but also give their students generic skills important in contemporary society. New teaching methods are required to support the development of such skills. The study examined how a group of voluntary university lecturers re-designed their courses by applying theory-based pedagogical design principles emphasising object-oriented, collaborative knowledge creation supported by digital technology. The primary data consisted of lecturer interviews and students’ written post-evaluations from three courses. The re-designed courses included broader thematic assignments, more cumulative knowledge production in groups and more diverse use of technology than prior course iterations. Both the lecturers and students addressed the learning outcomes in positive terms, but collaborative knowledge production was more evident in two courses designed according to authentic professional practices. Students generally valued the working methods, although they also pointed out weaknesses in the tasks, course structuring and group work. The lecturers experienced some difficulties in guiding students’ productive group work. The pedagogical design principles worked well as conceptual tools in the intervention process, but they should be complemented with recommendations for teachers on modelling authentic professional practices and methods of scaffolding students’ collaborative knowledge creation efforts.
    • Exploring college students’ online help-seeking behavior in a flipped classroom with a web-based help-seeking tool

      Er, Erkan; Kopcha, Theodore J.; Orey, Michael; Dustman, Wendy (ASCILITE, 2015-11-19)
      Today’s generation often seeks help from each other in online environments; however, only a few have investigated the role of Internet technologies and the nature of online help-seeking behaviour in collaborative learning environments. This paper presents an educational design research project that examines college students’ online help-seeking behaviour. The context was a large-enrollment science course that implemented a form of blended instruction – the flipped classroom. This paper proposes design guidelines for promoting help-seeking and discusses the application of these principles in the design of a web-based help-seeking tool (EchoLu). The study involved three iterations of implementation to continuously refine the web-based tool, and therefore to better address the help-seeking needs of students in the context. The revisions incorporated between iterations helped improve the embodiment of design principles and led to positive changes in students’ perceptions. The triangulated data revealed students’ interest in information-seeking as an additional form of help-seeking. The results of this study provide insight into the theories that informed the design of EchoLu and the design principles themselves. A new model illustrating processes involved in online help-seeking is discussed, and an emergent principle for online help-seeking is suggested.
    • Conjecture mapping to optimize the educational design research process

      Wozniak, Helen (ASCILITE, 2015-11-19)
      While educational design research promotes closer links between practice and theory, reporting its outcomes from iterations across multiple contexts is often constrained by the volumes of data generated, and the context bound nature of the research outcomes. Reports tend to focus on a single iteration of implementation without further research to determine the generalisability of the outcomes to new contexts. This paper outlines a retrospective analytical approach used to capture the significant design features of an online orientation resource implemented in one university context, and then adapted for further exploration, design and evaluation at a second contrasting university. The educational problem studied was how to support health science students to overcome barriers of transitioning to online distance study. A conjecture mapping process aligned to the three phases of educational design research provided a framework to review the outcomes at the first university. This guided the research at the second university, including choice of the data sources during implementation. This process enabled the researcher to undertake a comparative analysis and evaluate the extent of generalisability of the resource to the second university, leading to refined design principles and a framework that illustrates the student transition process.
    • Editorial 31(5): Special issue on educational design research (EDR) in post-secondary learning environments

      Kopcha, Theodore J; Schmidt, Matthew M; McKenney, Susan (ASCILITE, 2015-11-19)
      Along with many ASCILITE members, we have grown increasingly concerned that current approaches to educational technology research lack value and practical application in the field. Educational design research (EDR) is an emerging approach that bridges the demand for rigorous research with the development of relevant solutions to educational problems. EDR is an intervention and process-oriented approach that uses a variety of methods to examine the development and implementation of instructional solutions to current educational problems. As evidence about the inner workings of interventions accumulates over time, design principles and learning theories are derived from work in local contexts, and their limits can be tested in other settings. This genre of research is currently underrepresented in the literature. To advance scholarship through the execution and reporting of EDR, we identified an urgent need for examples across fields, and especially related to educational technology in higher education.The purpose of this special issue is to advance the field by showcasing exemplars of high quality EDR in post-secondary educational settings. We have sought manuscripts that detail EDR projects involving the use and/or development of educational technology in tertiary education (higher and further), lifelong learning, and training. This manuscript set therefore promotes research and scholarship on innovative instructional designs that integrate technology in those settings, promote effective practice, and help inform policy.
    • In search of design principles for developing digital learning & performance support for a student design task

      Bollen, Lars; Van der Meij, Hans; Leemkuil, Henny; McKenney, Susan (ASCILITE, 2015-11-19)
      A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle, we designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. We analysed the students’ appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment.
    • Educational design research: Signs of progress

      Reeves, Thomas C (ASCILITE, 2015-11-19)
      This special issue of the Australasian Journal of Educational Technology includes an introductory article by the guest editors and six papers that illustrate the potential of educational design research (EDR) to address important problems in higher education. In this final paper, reflections on the papers are made. Then the rationale for conducting EDR instead of media comparison studies is described with a concrete example. This paper concludes with a proposal for expanding educational design research through the establishment of consortia of collaborating researchers, practitioners, and funding agencies focused on the most salient challenges faced in education today.
    • R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education

      Thompson Long, Bonnie; Hall, Tony (ASCILITE, 2015-11-19)
      This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context – that of a programme of teacher education - while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited substantive, evaluative design-based research investigating empirically the potential of digital storytelling for reflection in professional, post-secondary education. Consequently, there has also been a lack of robust and reusable models to guide and inform design-based research in this context. This paper illustrates the development of a repeated study, undertaken on a longitudinal basis, over 3 years, and on a large scale, involving 323 pre-service teachers. The design-based research developed at the three key stages along the triadic spectrum of maturity: from (1) analysis and exploration, through (2) design and construction, to (3) evaluation and reflection (Kopcha, Schmidt, & McKenney, 2015).The innovation reported here is now a mature intervention, constituting a core part of the professional educational formation of pre-service teachers within a two-year, graduate teacher education programme. Further, the R-NEST design framework, which emerged from this longitudinal design-based research, enumerates key criteria and principles for designing, implementing and evaluating DST to enhance reflective practice in post-secondary professional education.
    • Blending for student engagement: Lessons learned for MOOCs and beyond

      Montgomery, Amanda P.; Hayward, Denyse V.; Dunn, William; Carbonaro, Mike; Amrhein, Carl G. (ASCILITE, 2015-12-24)
      The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for undergraduate teacher education students. Results from qualitative data collected through instructor journals and field notes and student mid-term and exit surveys during year one, indicate blended learning can be effective for modelling how to use technology to shift learners towards more active agency. The immediacy of the localised university classroom delivered a viable research setting for digital experimentation, while providing a significant lived experience for undergraduates to springboard their future technological practices with K–12 students. Four pedagogical opportunities for digital intentionality in virtual spaces emerged during data analysis and are shared as considerations for future innovation: (1) designing digital resources, (2) scaffolding student learning, (3) learner customisation, and (4) promoting the lived experience. Lessons learned could be effective in helping develop higher quality educational experiences for on-campus students, as well as scaffolding greater engagement in online formats involving more global populations (e.g., massive online open courses – MOOCs).
    • Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

      Ansyari, Muhammad Fauzan (ASCILITE, 2015-12-24)
      This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language teaching setting. The study explored the characteristics of this programme to English lecturers’ technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers’ TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.
    • EDITORIAL 31(6)

      Bennett, Sue (ASCILITE, 2015-12-24)