Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Higher education (2)
- [RSTDPub] (2)
- Aboriginal and Torres Strait Islander (1)
- Absolute judgements (1)
- Assessment (1)
-
- Australasia (1)
- Authentic assessment (1)
- Badging (1)
- Brain Training (1)
- Caregivers (1)
- Community practice (1)
- Comparative judgement (1)
- Computer-supported assessment (1)
- Cource Implamentation (1)
- Creative performance (1)
- Curriculum (1)
- Digital (1)
- Digital literacy (1)
- Disability (1)
- EPortfolio (1)
- Education (1)
- Education resourses (1)
- Educational success (1)
- English as a second language learner (1)
- Feedback tools (1)
- Game development (1)
- Group work (1)
- Hand-held games console (1)
- Icebreakers (1)
- Learning and teaching tools (1)
Articles 1 - 14 of 14
Full-Text Articles in Education
The State Of Micro-Credentials Implementation And Practice In Australasian Higher Education, Ratna Selvaratnam, Michael Sankey
The State Of Micro-Credentials Implementation And Practice In Australasian Higher Education, Ratna Selvaratnam, Michael Sankey
Research outputs 2014 to 2021
Micro-credentialing is rapidly growing globally as learning that is both life-long and life-wide and this has only accelerated due to COVID-19. To understand what this means for higher education, The Australasian Council on Open, Distance and eLearning has conducted two surveys on the implementation and practice of micro-credentialing in the Australasian sector. With the surveys conducted a year apart, before and after the pandemic, significant changes are noted in the delivery of learning. The results show an increased interest and intention in rolling out micro-credentials, as evidenced, particularly, in work undertaken at the policy level. However, in relation to actual …
Engaging And Partnering With Aboriginal And Torres Strait Islander Parents And Caregivers, Simone White, Peter Anderson, Graeme Gower, Matt Byrne, Maria Bennet, Alison Quin, Anna Darling
Engaging And Partnering With Aboriginal And Torres Strait Islander Parents And Caregivers, Simone White, Peter Anderson, Graeme Gower, Matt Byrne, Maria Bennet, Alison Quin, Anna Darling
Research outputs 2014 to 2021
The Engaging and partnering with Aboriginal and Torres Strait Islander parents and caregivers two-year project has culminated in a unique interactive website (see www.yourstoryourjourney.net) that houses a number of learning and teaching tools, strategies and resources designed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia’s First Nations peoples. It is intended to be used in teacher education programs (pre-service and in-service), by teachers and school leaders, and by Aboriginal and Torres Strait Islander communities. The resource has been created to help all educators form relationships and partnerships with …
Using Pairwise Comparisons In The Online Social Moderation Of Performance Assessment, C. Paul Newhouse, Pina Tarricone
Using Pairwise Comparisons In The Online Social Moderation Of Performance Assessment, C. Paul Newhouse, Pina Tarricone
Research outputs 2014 to 2021
Assessing the performance of a student involves some form of judgement, and where more than one assessor is involved this usually requires some form of moderation to ensure consistent and fair results. Often this involves meetings or communication between assessors, which is referred to as social moderation. This paper reports on a study that investigated the use of online technologies to support a form of social moderation of artworks submitted for assessment in a senior secondary school course in Western Australia. Online systems were used to facilitate communications and provide access to digital representations of the submissions along with assessment …
Focus On The Journey, Not The Destination: Digital Games And Students With Disability, Susan Main, John O'Rourke, Julia Morris, Helen Dunjey
Focus On The Journey, Not The Destination: Digital Games And Students With Disability, Susan Main, John O'Rourke, Julia Morris, Helen Dunjey
Research outputs 2014 to 2021
The way in which technologies support students with disability has been widely explored in recent times. Much of this research has focused on computer programs specifically designed to teach social and academic skills to students with disability. In the research reported in this paper we examined how students with disability could use technology designed for the general market. The impetus for the study was the principle of normalisation, which espouses that people with disability should have the opportunity to share in experiences of their same-aged peers. In previous research we demonstrated the benefits of using the commercially available hand-held games …
Using Comparative Judgement And Online Technologies In The Assessment And Measurement Of Creative Performance And Capability, Pina Tarricone, Christopher P. Newhouse
Using Comparative Judgement And Online Technologies In The Assessment And Measurement Of Creative Performance And Capability, Pina Tarricone, Christopher P. Newhouse
Research outputs 2014 to 2021
In this paper we argue that comparative judgement delivered by online technologies is a viable, valid and highly reliable alternative to traditional analytical marking. In the past, comparative judgement has been underused in educational assessment and measurement, particularly in large-scale testing, mainly due to the lack of supporting technologies to facilitate the large number of judgements and judges. We describe the foundations of comparative judgement and dispel many of the old issues regarding its use in regards to time, cost and training for large-scale assessment. Studies in the use of comparative judgement and online technologies for the assessment and measurement …
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon
Research outputs 2014 to 2021
The PALL Plus professional learning and research project was a collaborative effort between the Fogarty Learning Centre at Edith Cowan University and 16 Catholic primary schools within the Western Australian Catholic Education Office (CEO). It was initiated by the principal of Star of the Sea Primary School, Tim Emery, who coordinated involvement of the other schools and managed contractual responsibilities on behalf of the CEO. The project was based on the Principals as Literacy Leaders (PALL) pilot project funded by the Commonwealth Government in 2009-2010, and originally developed in partnership with the Australian Primary Principals Association, Griffith University and the …
Ensuring The Development Of Digital Literacy In Higher Education Curricula, Mark T. Mcmahon
Ensuring The Development Of Digital Literacy In Higher Education Curricula, Mark T. Mcmahon
Research outputs 2014 to 2021
Digital Literacy is widely considered to be an essential attribute for both academic and professional success. In an increasingly regulated and standards -based higher education environment, however, there is a lack of clear guidance as to what constitutes the nature of appropriate level of Digital Literacy that graduates need to demonstrate. This paper argues for the application of a Digital Literacy Taxonomy to articulate the dimensions inherent in it, which can then be applied to student activities and curricula. This process can be used to assist academics in identifying the literacy requirements of their courses, their own opportunities for professional …
Giving Students An Informed Choice When Selecting Teams For Group Work, Yuwanuch Gulatee, Martin Masek
Giving Students An Informed Choice When Selecting Teams For Group Work, Yuwanuch Gulatee, Martin Masek
Research outputs 2014 to 2021
Most large scale software projects require team work. However, it is a common problem that, when forming teams in a university setting, students know little about each other, resulting in dysfunctional teams. To help alleviate this, we ran three small preliminary assignments before students formed a team for the last major project. The idea was to encourage students to work with a variety of group members before they could choose their final team. The results showed that half of the final groups had a makeup that changed from their first initial group
Students’ Perspectives On The Use Of Peer Feedback In An English As A Second Language Writing Class, Kavitha Sukumaran, Rozita Dass
Students’ Perspectives On The Use Of Peer Feedback In An English As A Second Language Writing Class, Kavitha Sukumaran, Rozita Dass
Research outputs 2014 to 2021
Peer assessment and peer feedback are considered alternatives to teacher-based feedback and their effects on writing have been substantially researched. This study aims to examine the perspectives of a group of university students, who are mainly second language learners, on peer feedback in an English writing class. Many of the studies conducted on the perspectives of students regarding peer feedback provided conflicting findings. While some found that peer feedback was viewed with doubt and encouraged little revision, others found it helped learners to recognise their strengths and flaws in writing. This study aims to better understand students’ perspectives regarding peer …
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory
Research outputs 2014 to 2021
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education …
Tools Of The Trade: 'Breaking The Ice' With Virtual Tools In Online Learning, Naomi Mcgrath, Sue Gregory, Helen Farley, Pauline K. Roberts
Tools Of The Trade: 'Breaking The Ice' With Virtual Tools In Online Learning, Naomi Mcgrath, Sue Gregory, Helen Farley, Pauline K. Roberts
Research outputs 2014 to 2021
The reality is that online learning can be a daunting and lonely experience. This is why icebreakers can be a rewarding practice for both students and educators. The use of icebreakers allows students studying online to introduce themselves and become familiar with other members of the group and/or community. Not only are these icebreakers used as a starter within the first weeks of study, but they are also used to help motivate students throughout the course. Highlighted in this paper are particular online (virtual) tools that can be used as icebreakers within an online learning environment and help shift the …
Challenges Of Conducting Ethical Video-Based Classroom Research, Mark W. Hackling
Challenges Of Conducting Ethical Video-Based Classroom Research, Mark W. Hackling
Research outputs 2014 to 2021
The advent of digital video technology has opened ‐ up a new paradigm of education research as it has the capacity to capture a permanent record of all the nuances of teaching and learning interactions in a form that allows the data to be scrutinised in great detail and shared with other teachers and researchers. The Capture of teaching on video is becoming widespread both for research and for teacher professional learning purposes. There are a number of research ethical principles and professional ethics that need to be considered when conducting this type of research if the rights of participants …
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Cohesion, Coherence And Connectedness: The 3c Model For Enabling-Course Design To Support Student Transition To University, Suzanne Sharp, John A. O'Rourke, Jeniffer M. Lane, Anne-Maree Hays
Research outputs 2014 to 2021
Recent Australian government policy has focused on attracting students from under-represented and diverse groups to tertiary education with university enabling courses one pathway for these students. The trend towards broader participation has altered traditional perceptions of a typical university student and raised delivery challenges. The ability to engage these students as learners and improve their academic outcomes and confidence towards successful course completion, is increasingly important to universities because of attrition costs to governments, students and higher education institutions, and is increasingly reflected in academic literature. While strategic student support options have been examined in detail, less focus has been …
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Diagnostically Assessing Western Australian Year 11 Students' Engagement With Theory In Visual Arts, Julia Morris, Geoffrey W. Lummis, Graeme J. Lock
Research outputs 2014 to 2021
Theory linked to visual arts’ responding outcomes, is fundamental to the visual arts curriculum in facilitating visual literacy, or students’ ability to assemble meaning from, and construct new imagery. Without visual literacy, year 11 students are limited in understanding and fully participating in our technological, image-based society. Subsequently, a mixed methods doctoral study was undertaken to investigate students’ engagement in visual arts theory tasks, as increased engagement in theory was anticipated to improve students’ visual literacy outcomes. A diagnostic instrument was created to measure year 11 students’ prior learning in visual arts theory, as well as their cognitive and psychological …