Transforming learning with interactive whiteboards: Towards a developmental framework

Victoria, Australi

Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training

Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion. Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment. Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles. Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs

Conducting online design-based research: START e-business training as an educational intervention

Design researchers undertake continual refinement, based on findings from analysed data, to make iterative changes to educational research that is particularly concerned with improving the effectiveness of the educational design. This includes generating a range of artefacts that bridge educational theories with practice, resulting in new knowledge that is useful for teaching and learning in complex settings. This research focuses on teaching business skills and computer skills through transformational, reflective, and experiential learning interactions and practices. It is argued that constructivism theory provides a suitable approach for educating adult Arabic-speaking migrants to build on their skills, so they can make sense of their experiences, and continue their professional education. While we teach the Arabic-speaking migrants both business and computer skills directly, we can indirectly enhance English skills, if we focus on different aspects of English as suggested by English for specific purpose theory. This intervention constitutes a new approach to educational design. In developing the intervention, we applied the ADDIE model for instructional design. The learning management system that hosts the educational design is Chamilo. The research design uses quantitative and qualitative data collected through Chamilo including an online survey, data logs, and practical tests and quizzes. As well as data collection methods embedded in Chamilo, participant observations during Skype support sessions provide another data source for evaluating trainees’ learning and design effectiveness. This paper coalesces some considerations and limitations of online design-based research, while it also draws some reflections and action plans to overcome potential challenges in data collection as part of DBR iterative refining processes

Where’s the transformation? Unlocking the potential of technology-enhanced assessment

This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of “transformation” afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education

Negotiating primary teaching as a separate subject specialist: Tensions between Malcom's 'hidden pedagogy' and institutional structures

Coldstream, Vi

Quality teaching and interactive whiteboards: using activity theory to improve practice

Melbourne, VI

Interactive whiteboards in primary schools: Elements of modern learning environments or parts of old school drill centrered scenarios?

Weisbaden, German

Students Capabilities and Attitudes Towards ICT in the Early Years

Melbourne, VI