Investigating conditions for higher order thinking in telematics environments

Telematics, or audiographic conferencing, enables synchronous communication via telecommunications. A telephone link and computer communications allow students in distributed classrooms to participate in an extended, or virtual classroom. Telematics is widely used as an instructional medium for the delivery of curricula to students in rural and remote parts of Western Australia. Previous studies of learning meditated by this technology have shown limitations on the forms of interactivity, tasks and learner engagement. Students typically have been found to assume a passive role, often listening to a distant and invisible teacher, but not engaging in cognitively demanding tasks. The tendency for teachers to display didactic forms of teaching has been noted in a number of studies

What ICT-related skills and capabilities should be considered central to the definition of digital literacy?

In the 21st century, when talk of digital literacy arises, we think of tools that have become an extension of ourselves and provide us with the ability to download music, capture video, and edit media to socially construct meaning of the world. The evolving landscape of Web 2.0 tools and the taxonomy of social networks are now available are central in shaping our idea of communicating, participating and sharing knowledge in the global age. Traditional media literacy is about what we consume, read, or download. However, new communications media require new forms of digital, cultural and communicative competence. In the age of participatory Web of social and creative networking we also need social media literacy, information literacy and a range of associated ICT skills to enable us to access, use, create and share digital resources. The variety of terms now used to describe e-literacy or digital literacy are a reflection of the importance of understanding the competencies needed in the digital environment and the need for digital flexibility

Scientific text structure awareness: A cross-cultural comparison of tertiary students from different language backgrounds

Research in both first and second language reading has shown that awareness of text structure, or rhetorical organisation is related to superior recall of main ideas from expository prose passages. The present study investigates awareness of scientific text structure among tertiary students from different language backgrounds. In this investigation, four reading passages containing two rhetorical text structures found in scientific discourse, comparison/contrast and problem/solution are employed. Meyer’s (1975) hierarchical content structure analysis was used to analyse the texts into top, high, mid and low level ideas corresponding to main and supporting ideas. The research questions were centred around three major areas: 1. Whether subjects from different language backgrounds displayed differences in quantity of idea units and main ideas recalled 2. Whether difference were related to subjects’ awareness of text structure as measured in use of the structure of the original passage in their written recalls 3. Whether the different rhetorical structures produced any significant overall differences in quantity and level (main vs supporting) of ideas recalled by subjects. Forty five first year university students aged between 18 and 20 studying science participated in the study, with fifteen students in each of the following groups: Australian, Singapore and Malaysian

Building cognitive bridges in mathematics: Exploring the role of screencasting in scaffolding flexible learning and engagement

Conceptual learning in mathematics can be made more accessible with mathscasts, which are dynamic, digitally recorded playbacks of worked examples and mathematical problem-solving on a computer screen, accompanied by audio narration. Mathscasts aim to enable students to develop deeper understanding of key foundational concepts in order to equip them to undertake degrees in Science, technology, engineering and mathematics (STEM). Previous research has indicated the success of maths screencasts to provide explanations of complex concepts and reinforcement of concepts previously learnt. The project presented here extends current research by demonstrating the value of visual, interactive screencasts for learning of mathematics, and investigates students’ perceptions. A survey of student use of screencasts identifies learners’ usage patterns, the significance of offering mathematics support via mathscasts in flexible mode, and students’ integration of mathscasts into their study strategies. The results show positive implications for the integration of multimodal learning resources in STEM environments

Learning with cyberfriends: the development of professional reflection-on-action skills through online partnerships

One the crises facing the professions is the scepticism surrounding the nature of professional knowledge and whether individuals can cope with the increased complexity of society and the changing demands of the workplace. Tertiary institutions have now strengthened their links with industry and have produced lists of attributes and communication skills they aim to cultivate in graduates. In order to develop these skills students need to be able to reflect on their learning experiences, integrate them with prior knowledge, self-evaluate and develop their own decision-making and planning processes. Online technologies can be used to support the process skills underpinning reflection-onaction (reflexivity). The development of reflexivity is presented in the context of an online tertiary unit where students proceed through the cycle of action, reflection, planning and abstract conceptualisation by engaging in a range of communication skills including peer assessment and problem solving. The study shows how online tasks can support reflexivity

An e-learning solution to creating work-related skills and competencies for the knowledge-based economy

This case study presents a description of Web-based tertiary unit of study developed in collaboration with employer, industry and university stakeholders with a view to fostering skills in interactive multimedia and project management. The course utilised a range of learning approaches, including peer teaching and integrated assessment in which participants provided feedback to colleagues. The paper also discusses how electronic communications and Apple-based technologies can be used effectively to create environments for professional learning. The intention is to describe the design of the learning environment, the curriculum approach adopted, the types of learning activities and assessment tasks that were designed to foster workrelated skills

Investigating processes of social knowledge construction in online environments

On-line forums provide opportunity and potential for collaborative work, dialogue and study that can increase the flexibility of learning while motivating participants. By enabling teacher-learner and learner-learner interaction online systems can support the essential elements of a learning conversation by providing scope for discussion, dialogue and interaction. It is argued that this medium presents a socio-cognitive educational domain, unique in its potential for dialogue, participation and collaboration and a departure from face-to-face didactic paradigms of learning. Often, the types of verbal interactions and the means by which new knowledge is created on-line are not well understood. The paper provides frameworks for tertiary teachers and moderators of computer conferences that can be applied to the analysis of processes and activities that occur in text-based conferencing

Overcoming process blindness in the design of an online unit

Learning environment research can contribute to our understanding of how psychosocial processes need to be balanced with cognitive outcomes in the design of units of study. The research on Web-based learning supports the assumption that the nature of social interaction affects student outcomes and student perceptions of the quality of the learning experience. The purposeful this study is to examine student perceptions of psychosocial processes in a blended learning environment using a learning environment survey tool. Students assessed the environments as favourable, but found that the quality of dialogue and peer support offered did not meet their needs. Implications for online design are considered

Keeping an anchor watch: Industry partnership a basis for learning

During the 1990’s Australia has heard the call for graduates equipped with generic skills as a key theme in the development appropriate curriculum and pedagogy. In tertiary contexts, skills and knowledge are often decontextualised and transferable, and work-related skills are not accorded sufficient emphasis in teaching and assessment. The present study is an example of industry involvement on tertiary learning and assessment enhances the student experience and contextualises the curriculum. The context of the study is a project management unit at tertiary level that utilising online learning and self-directed learning pedagogies. The design of the environment is presented within a framework for professional knowledge development and the tasks and forms of engagement that occurred in this empirical study are described. Critical success factors for engagement with industry are discussed