Teacher Design Knowledge for Technology Enhanced Learning: An ecological framework for investigating assets and needs

This poster presents a synthesis of literature on designers, teachers as designers, and teachers as designers of technology enhanced learning

Research Data Management Practices: A Snapshot in Time

There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of less-than-optimal temporary devices. Data sharing was not widely practiced and only a relatively small proportion of researchers had a research data management plan. Since the survey was completed much has changed: capacities and communities are being built around data management and sharing and policies, and guidelines are being constructed. Data storage and curation services are now more freely available. It will be interesting to observe how the findings of future studies compare with those reported here

Enrollment of higher education students in professional knowledge and practices

Proceeding volume: Volume 3Peer reviewe

Dissolving the dichotomies between online and campus-based teaching: a collective response to The manifesto for teaching online (Bayne et al. 2020)

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

Agent-based computer models for learning about climate change and process analysis techniques

This paper describes a design-based research project that investigates the learning of scientific knowledge about climate change through computational models. The design experiment used two NetLogo models and problem-based learning materials developed in partnership with a high school science teacher. In the study, three classes of year nine science students were divided into two groups based upon different levels of structure that was provided during learning activities with the models. The results indicate that there was significant learning of concepts about greenhouse gases and the carbon cycle through engagement with the models. We also describe the process analysis techniques being developed to analyze the log files of the interactions the students had with the computer models

Towards an integrated analytical framework of information and communications technology literacy: from intended to implemented and achieved dimensions.

Introducción. Se examinan y revisan los enfoques teóricos y los marcos que nos ayudan a comprender la noción contemporánea de información y la alfabetización en tecnología de la información y comunicaciones (alfabetización en TIC) en el sector de educación formal. Método. El análisis se lleva a cabo desde la perspectiva conceptual de la tecnología (i.e., informática). El foco de atención es sobre aquellos aspectos de las nuevas alfabetizaciones que están directamente relacionados con el uso de la información y las tecnologías de la comunicación. Se aplica revisión estructurada de bibliografía y técnicas de investigación documental. Análisis. Se aclaran las relaciones entre la alfabetización en TIC, alfabetización informacional, alfabetización en medios y otras nuevas alfabetizaciones. Se discuten términos importantes -'TIC', 'alfabetización' y 'alfabetización en TIC'-. Se presenta un marco analítico para la investigación de la comprensión contemporánea de la alfabetización en tecnologías de la información y comunicación. En este marco, se emplean tres dimensiones analíticas de la alfabetización en TIC -(1) proyectada, (2) implementada y (3) conseguida-. Se discuten las principales perspectivas y enfoques estructurales que pueden ser aplicados para el examen de la alfabetización en TIC en cada uno de estas tres dimensiones. Resultados. El marco analítico propuesto revela los enlaces entre (1) los enfoques conceptuales y los objetivos iniciales de las políticas de alfabetización en TIC, propuestas al máximo nivel de decisión política; (2) las prácticas de enseñanza y aprendizaje, implementadas en el nivel medio del sistema educativo y (3) las experiencias de aprendizaje de alfabetización en TIC y los resultados de los estudiantes, esperadas en el nivel base del sistema educativo. Conclusiones. Se argumenta que este marco analítico puede ser aplicado para un análisis integrado de la alfabetización en TIC. El marco suministra una estructura conceptual para el descubrimiento de las contradicciones en la comprensión de la alfabetización en TIC a varios niveles de los sistemas educativos