Web based lecture technologies: blurring the boundaries between face to face and distance learning

Web based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear

Students' experiences and expectations of technologies: An Australian study designed to inform planning and development decisions

The pace of technological change accompanied by an evolution in social, work-based and study behaviours and norms poses particular challenges for universities as they strive to develop high quality and sustainable technology-rich learning environments. Maintaining currency with the latest advances is resource intensive, hence the costs incurred in upgrading existing and introducing new technologies need to be carefully weighed up against the potential benefits to students. This calls for a multidimensional approach to planning, with the student voice being an important dimension. Three Australian universities have recently completed a project to gain a better understanding of students' experiences and expectations of technologies in everyday life and for study purposes. The LMS and 25 other technologies ranging from established university offerings (email, learning management systems) to freely available social networking technologies (YouTube, Facebook) were surveyed. More than 10,000 students responded. This paper discusses the development of the survey and presents the broad trends that have emerged in relation to the current use of technologies and desired future use of these for learning purposes. The implications of the survey findings for developing institutional infrastructure to engage students and support their learning are highlighted. © 2013 Australasian Journal of Educational Technology

Using research to inform learning technology practice and policy: A qualitative analysis of student perspectives

As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academicled technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools. © Australasian Journal of Educational Technology 2014

Leading the evaluation of institutional online learning environments for quality enhancement in times of change

This paper reports on findings from a nationally funded project which aims to design and implement a quality management framework for online learning environments (OLEs). Evaluation is a key component of any quality management system and it is this aspect of the framework that is the focus of this paper. In developing the framework initial focus groups were conducted at the five participating institutions. These revealed that, although regarded as important, there did not appear to be a shared understanding of the nature and purpose of evaluation. A second series of focus groups revealed there were multiple perspectives arising from those with a vested interest in online learning. These perspectives will be outlined. Overall, how evaluation was undertaken was highly variable within and across the five institutions reflecting where they were at in relation to the development of their OLE

Collapsing Time: Indigenous Storytellers and the ‘Everywhen’

Too often, Indigenous voices encounter over-mystification, Indigenous testimonies are romanticized, and the ever-nodding head of (often well-meaning) non-indigenous listeners belabours our freedom of expression. What is their demand? Why is an Indigenous story more relevant when it is a story of suffering? The conditions of settler colonialism seem to ensure that its expectations reproduce themselves again and again, shapeshifting through the public imaginary. How can we escape this? The uniquely non-linear narrative structures used by my narrators have powerful discursive implications. Aboriginal voices, once set loose in the polity, are subject to the settler pull to foreclose stories of colonial imposition and suffering and in doing so place ‘the past’ definitively in the past, making way for a united future. The mirage of a delineated settler past and future builds an edifice supplanting Indigenous experiences and understandings of time and reality. W.E.H Stanner in 1956 wrote that time, in Indigenous conceptions tied to the Dreaming, is most accurately understood as the ‘everywhen’. My narrators were collapsing time in their approach to storytelling and in doing so, refusing colonialism. How can these oral histories shape our understandings of time and how is this, in itself, a form of activism? In my documentary and accompanying writing, refusing colonial time comes to be a way of asserting Indigenous sovereignty and an Indigenous temporality through oral history. Keywords: Indigenous sovereignty, Indigenous temporality, white time, colonial time, settler time, time, Indigenous women, Indigenous storytellin

Using a Multi-User Virtual Environment to Research Approaches to Ethical Dilemmas

Resolving ethical dilemmas is difficult because people must select a response from a range of unacceptable options. Ethical position theory states that people will select a response that is consistent with their perspectives on idealism and relativism. Ethical dilemmas are usually presented to learners and research participants in the form of written scenarios or vignettes. This approach has some limitations, including abstraction of the situation and written rather than enacted responses. Multi-user virtual environments (MUVEs) present opportunities for contextualisation and action that may be applied to the simulation of ethical dilemmas. A theoretical framework based on activity theory and ecological psychology will be used to develop and refine a MUVE simulation of a morally toned situation. This paper outlines an ongoing research study that focuses on understanding (a) the possibilities and constraints of the technology in relation to the simulation of ethical issues; and (b) the extent to which the simulation can be used to assess the alignment between participants’ ethical perspectives and their behaviour

Evidencing the development of distributed leadership capacity in the quality management of online learning environments (OLEs) in Australian higher education

The poster will present findings from the first year of a two-year nationally funded Australian Learning and Teaching Council (ALTC) project, Building distributed leadership in designing and implementing a quality management framework for Online Learning Environments undertaken by Deakin University, Macquarie University, University of South Australia, University of Southern Queensland and RMIT University. The project is running over 2011-2012. This project aims to design and implement a framework that uses a distributed leadership approach for the quality management of Online Learning Environments (OLEs) in Australian higher education. The distributed leadership approach enables the development of the framework and in turn contributes to its implementation. The framework is the vehicle for building leadership capacity. The national project team itself represents a broad range of educational, technical and managerial expertise

Socio-economic status and students' experiences of technologies: Is there a digital divide?

With the widening participation agenda in Australia, more students from low socio-economic backgrounds are being encouraged to undertake university degrees, and will be expected to use digital technologies and demonstrate digital literacies. This paper used data from a 2013 survey of students across three universities, to examine whether there were socio-economic differences in students' access to and use of technologies. There were few differences in access to equipment. There were also no differences in the most common uses of technologies, such as accessing course materials from the LMS, and few differences between students from low, medium and high socioeconomic status suburbs. However students who received government support benefits less frequently used technologies that related to disciplinary skills or to creating rather than receiving content. There may be a subtle digital divide, where financially disadvantaged students are engaging less with technologies that will most benefit their future employment

Evaluation of binomial double sums involving absolute values

We show that double sums of the form $$\sum_{i,j=-n} ^{n} |i^sj^t(i^k-j^k)^\beta| \binom {2n} {n+i} \binom {2n} {n+j}$$ can always be expressed in terms of a linear combination of just four functions, namely $\binom {4n}{2n}$, ${\binom {2n}n}^2$, $4^n\binom {2n}n$, and $16^n$, with coefficients that are rational in $n$. We provide two different proofs: one is algorithmic and uses the second author's computer algebra package Sigma; the second is based on complex contour integrals. In many instances, these results are extended to double sums of the above form where $\binom {2n}{n+j}$ is replaced by $\binom {2m}{m+j}$ with independent parameter $m$.Comment: AmS-LaTeX, 42 pages; substantial revision: several additional and more general results, see Proposition 11 and Theorems 15-1