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32nd Annual Conference of the Australasian Society for computers in learning and Tertiary Education, ASCILITE 2015

作者： Trede, Franziska Markauskaite, Lina Goodyear, Peter Macfarlane, Susie Tayebjee, Freny McEwen, Celina Education For Practice Institute Charles Sturt University Australia Centre for Research on Computer-Supported Learning and Cognition University of Sydney Australia School of Exercise and Nutrition Sciences Faculty of Health Deakin University Australia Careers Unit University of Western Sydney Australia

Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for students, named the "GPS for WPL", aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for learning and Teaching, entitled "Enhancing Workplace learning through Mobile Technology". © ASCILITE 2015 - Australasian Society for computers in learning and Tertiary Education, Conference *** right reserved.

关键词： Students

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Measuring group progress through a complex computer-supported design task: Identifying the effects of scaffolds on learners’ activity 11

Measuring group progress through a complex computer-supporte...

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11th International Conference on computer supported Collaborative learning: Exploring the Material Conditions of learning, CSCL 2015

作者： Thompson, Kate Centre for Research on Computer Supported Learning and Cognition CoCo Research Centre The University of Sydney Australia

ISBN: (纸本)9780990355076

This paper investigates three groups of three postgraduate students who completed the same collaborative design task. Each group was given a different scaffold focused on the design process, assigned roles, or tool use. An analysis of the coded discourse using First Order Markov models showed differences between the groups’ decisions related to the scaffolds. Implications for assessment of group progress, and recommendations for the use of scaffolds for collaborative computer-supported design tasks are discussed. © ISLS

关键词： E-learning

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Emerging Trends of Using Open Source Technology for Sustainable Teacher Training Programme in Bangladesh

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Procedia - Social and Behavioral Sciences 2015年 195卷 862-871页

作者： Mahbub Hasan Shahadat Hossain Khan Che Kum Clement Department of Technical and Vocational Education Islamic University of Technology Gazipur-1704 Bangladesh Centre for Research on Computer Supported Learning and Cognition (CoCo) Faculty of Education and Social Work The University of Sydney NSW 2006 Australia

Open Source Technology (OST) is now a powerful platform that has aptitudes in different extents. It provides many in-built software applications (e.g., Google Drive, One Drive, Dropbox etc.) at no cost which can be linked to different educational applications. These applications have some features along with synchronizing documents in multiple electronic devices like desktop, laptop, tabs, and mobile phones that are not even available in many of the paid software. Moreover, these technologies have pedagogical, technological and financial affordances especially for the developing countries, like Bangladesh that have budget constrains which results in the issue of sustainability. Considering these aspects, OST could be a suitable alternative for the users of educational institutions in Bangladesh that might evolve many added benefits. For example, OST does not require any additional maintenance cost like annual software updating, domain and hosting charges and so on. Therefore, the aim of this paper is to provide a detailed guideline of using this emerging technology for teacher training programme where trainers are the teachers and trainee teachers are the students. This conceptual paper shows the thorough procedures of how the users (teacher and student) can accomplish their specific tasks like producing, storing, sharing during the training programme by using OST. At the end of the training, the trainee teachers will be competent enough to use these applications to their own education settings. Thus teacher training would be a means to introduce these emerging technologies in many educational institutions within a short time. Moreover, using these technologies will not demand any cost other than the internet charge and hence the programme will be sustainable. An empirical research could be done in order to explore more potentiality in this emerging concept.

关键词： Open source technology Google platform teacher training Bangladesh.

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Academic performance in a 3D virtual learning environment: Different learning types vs. different class types

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Lecture Notes in computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 2014年 8863卷

作者： Hanna, Nader Richards, Deborah Jacobson, Michael J. Computing Department Macquarie University NSW2109 Australia Centre for Computer Supported Learning and Cognition The University of Sydney NSW2006 Australia

ISBN: (纸本)9783319133317

The last decade has seen an increasing interest in the use of 3D virtual environments for educational applications. However, very few studies investigated the influence of the learning context, such as class type and learning type, on learners’ academic performance. This paper studied the impact of class type (i.e. comprehensive or selective) classes, as well as learning type (i.e. guided or challenge and guided), on students’ level of usage of a Virtual learning Environment (VLE) as well as on their academic performance. The results showed that, unlike class type, there is a significant difference between learners’ in their usage of the VLE. Moreover, the results showed that the levels of using a VLE significantly correlated with learners’ academic performance. © Springer International Publishing Switzerland 2014.

关键词： computer aided instruction

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Towards quantifying player's involvement in 3D games based-on player types 2014

Towards quantifying player's involvement in 3D games based-o...

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10th Australian Conference on Interactive Entertainment, IE 2014

作者： Hanna, Nader Richards, Deborah Hitchens, Michael Jacobson, Michael J. Department of Computing Macquarie University NSW2109 Australia Centre for Computer Supported Learning and Cognition University of Sydney NSW2006 Australia

ISBN: (纸本)9781450327909

With the varied use of games, the need to measure player's involvement has become prominent. Several studies aimed to quantify users' involvement. However, none of these studies presented a robust framework to measure the player's involvement in games nor considered player types as a factor. In this paper, a framework to quantify automatically the players' involvement in games is presented. This framework consists of three levels and each level includes criteria to evaluate three aspects of 3D games: (1) application level, (2) usage level, and (3) content level. Additionally, the framework's criteria considers player types proposed by Bartle. To validate the results of the framework, player involvement was estimated manually on a case-by-case basis by three experienced evaluators. The manual estimation was then compared with the automatically generated-quantified result produced by the framework. The comparison revealed a significant match. © 2014 ACM.

关键词： computer games

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Autonomy in technology design

Autonomy in technology design

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32nd Annual ACM Conference on Human Factors in Computing Systems, CHI EA 2014

作者： Calvo, Rafael A. Peters, Dorian Johnson, Daniel Rogers, Yvonne Software Engineering University of Sydney Sydney NSW 2006 Australia Centre for Computer Supported Learning and Cognition University of Sydney Sydney NSW 2006 Australia CHI Discipline QLD University of Technology Brisbane QLD 4001 Australia UCL Interaction Centre University College London Gower Street London WC1E 6BT United Kingdom

ISBN: (纸本)9781450324748

Issues of autonomy impact motivation, the user experience and even psychological wellbeing, yet many questions surrounding design for autonomy remain unanswered. This workshop will explore theory, issues and design strategies related to autonomy drawing on theoretical frameworks available in psychology and looking at autonomy from multiple levels. These include user autonomy within the context of software environments, technologies that increase autonomy in daily life, and how technologies might foster autonomy as a component of psychological development.

关键词： Behavioral research

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Designing learning spaces in higher education for autonomy: Preliminary findings and applications 30

Designing learning spaces in higher education for autonomy: ...

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30th Annual conference on Australian Society for computers in learning in Tertiary Education, ASCILITE 2013

作者： Parisio, Martin Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781741384031

Learner autonomy underpins many of the educational outcomes at university such as flexibility, adaptability, self-initiative and self-direction. Indeed, learner autonomy is a key to life-long learning. This paper reports on research investigating the ways designers of innovative learning spaces incorporate customisable, (re)configurable and flexible features that support and encourage learner autonomy. The research aims to elicit high-level design principles that may prove useful in design for learning more generally – including design for learning in virtual and hybrid (physical and virtual) spaces. The research involved seventeen learning spaces across eight universities, observations and interviews with educational stakeholders, and architects and interior designers of those spaces. Preliminary findings suggest designers aim to empower students by providing configurable spaces fitted out with modular furniture and ubiquitous technology – emphasising choice. The paper ends by reviewing the application of these design ideas to broader problems and opportunities in ‘design for learning’ research and practice. © 2013 Mr Martin Parisio.

关键词： learning systems

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Emerging teachers’ conceptions about their current use of ICT in vocational education 30

Emerging teachers’ conceptions about their current use of I...

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30th Annual conference on Australian Society for computers in learning in Tertiary Education, ASCILITE 2013

作者： Khan, Shahadat Hossain Markauskaite, Lina Centre for Research on Computer Supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781741384031

This article presents emerging results from an ongoing phenomenographic study that examines teachers’ conceptions of ICT-enhanced teaching and learning in vocational education. Twenty three teachers from three Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about the role of ICT in their teaching and profession. The emerging findings reveal that vocational education teachers consider ICT use for teaching vocational courses in five different ways. Specifically, they saw the use of ICT for teaching: 1) as a response to external expectations;2) as a means to access information and resources;3) as a delivery tool;4) as media to support active learning;and 5) as an environment for preparing students for their chosen profession. While some of these findings are in line with those of similar phenomenographic studies in higher and tertiary education, conceptions a) and e) tend to be more distinct in vocational education settings. © 2013 Shahadat Hossain Khan and Lina Markauskaite.

关键词： Teaching

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From "events" to "Activities": Creating abstraction techniques for mining students’ model-based inquiry processes 6

From "events" to "Activities": Creating abstraction techniqu...

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6th International Conference on Educational Data Mining, EDM 2013

作者： Southavilay, Vilaythong Markauskaite, Lina Jacobson, Michael J. School of Information Technologies University of Sydney Australia Centre for Research on Computer Supported Collaborative Learning and Cognition University of Sydney Australia

ISBN: (纸本)9780983952527

In this paper, we present a technique that we have developed to transform sequences of technical events into more abstract actions and semantic activities. The sequences of more abstract units are then used for discovering patterns of students’ interaction with computer models using heuristic miner. Our proposed approach automatically segments sequences of technical events that occurred during model runs and pauses and, on the basis of the nature of technical events that occurred during model runs and pauses, clusters them into actions. Then, using heuristic rules, it classifies actions into activities. We demonstrate the usefulness of our multilevel abstraction for extracting and exploring characteristic patterns of students’ interaction with computer models. Our study shows that each abstraction level could help to identify distinct characteristics of students’ interaction. © 2013 International Educational Data Mining Society. All rights reserved.

关键词： Semantics

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Analysis of collaborative writing processes using revision maps and probabilistic topic models 13

Analysis of collaborative writing processes using revision m...

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3rd International Conference on learning Analytics and Knowledge, LAK 2013

作者： Southavilay, Vilaythong Yacef, Kalina Reimann, Peter Calvo, Rafael A. School of Information Technologies University of Sydney Australia Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia School of Electrical and Information Engineering University of Sydney Australia

ISBN: (纸本)9781450317856

The use of cloud computing writing tools, such as Google Docs, by students to write collaboratively provides unprecedented data about the progress of writing. This data can be exploited to gain insights on how learners' collaborative activities, ideas and concepts are developed during the process of writing. Ultimately, it can also be used to provide support to improve the quality of the written documents and the writing skills of learners involved. In this paper, we propose three visualisation approaches and their underlying techniques for analysing writing processes used in a document written by a group of authors: (1) the revision map, which summarises the text edits made at the paragraph level, over the time of writing. (2) the topic evolution chart, which uses probabilistic topic models, especially Latent Dirichlet Allocation (LDA) and its extension, DiffLDA, to extract topics and follow their evolution during the writing process. (3) the topic-based collaboration network, which allows a deeper analysis of topics in relation to author contribution and collaboration, using our novel algorithm DiffATM in conjunction with a DiffLDA-related technique. These models are evaluated to examine whether these automatically discovered topics accurately describe the evolution of writing processes. We illustrate how these visualisations are used with real documents written by groups of graduate students. © 2013 ACM.

关键词： Visualization

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