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What Offline And Online Technologies Do Higher Education Students Use To Complete Assessment Tasks?, Lynette Lounsbury, David Bolton, Paula Mildenhall, Maria T. Northcote Dec 2016

What Offline And Online Technologies Do Higher Education Students Use To Complete Assessment Tasks?, Lynette Lounsbury, David Bolton, Paula Mildenhall, Maria T. Northcote

Maria Northcote

A Personal Learning Environment (PLE) is a system, usually self-constructed, that enables learners to manage their own learning and may include tools, services, online resources and communities. The aim of the project: to determine which technologies students use when they prepare, complete and submit assessment tasks such as assignments and examinations. The participants (n=39): 24 students from Edith Cowan University in WA and 15 students from Avondale in NSW. All students were undergraduate, on-campus students from Education and Arts courses, mainly female, most were aged between 20-24 years. Previous research has defined PLEs (Dabbagh & Kitsantas, (2012), especially in social constructivist contexts using learner-centred pedagogies (van Harmelen, 2008; Wild, Mdritscher, & Sigurdarson, 2008). Gosper et al. (2013; 2014) have outlined ...


What Offline And Online Technologies Do Higher Education Students Use To Complete Assessment Tasks?, Lynnette Lounsbury, David Bolton, Paula Mildenhall, Maria T. Northcote Dec 2016

What Offline And Online Technologies Do Higher Education Students Use To Complete Assessment Tasks?, Lynnette Lounsbury, David Bolton, Paula Mildenhall, Maria T. Northcote

Maria Northcote

A Personal Learning Environment (PLE) is a system, usually self-constructed, that enables learners to manage their own learning and may include tools, services, online resources and communities. The aim of the project: to determine which technologies students use when they prepare, complete and submit assessment tasks such as assignments and examinations. The participants (n=39): 24 students from Edith Cowan University in WA and 15 students from Avondale in NSW. All students were undergraduate, on-campus students from Education and Arts courses, mainly female, most were aged between 20-24 years. Previous research has defined PLEs (Dabbagh & Kitsantas, (2012), especially in social constructivist contexts using learner-centred pedagogies (van Harmelen, 2008; Wild, Mdritscher, & Sigurdarson, 2008). Gosper et al. (2013; 2014) have outlined ...


What Matters Most When Students And Teachers Use Interactive Whiteboards In Mathematics Classrooms?, Kimberley Mcquillan, Maria T. Northcote, Peter Beamish Dec 2016

What Matters Most When Students And Teachers Use Interactive Whiteboards In Mathematics Classrooms?, Kimberley Mcquillan, Maria T. Northcote, Peter Beamish

Maria Northcote

As teachers, we are encouraged to immerse our students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). IWBs are quickly being introduced into schools across the nation and worldwide, and educators are exploring the implications of having them in the classroom. Of particular interest are student attitudes to the use of IWBs: what students think and feel about IWBs, and what factors matter most to students when IWBs are used in their classroom. Attitudes play an ...


Using The Tpack Framework To Unite Disciplines In Online Learning, Alan Anderson, Nicholas Barham, Maria T. Northcote Dec 2016

Using The Tpack Framework To Unite Disciplines In Online Learning, Alan Anderson, Nicholas Barham, Maria T. Northcote

Maria Northcote

This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their awareness of specific types of teacher knowledge about online teaching. This was an unintended outcome of the previous study. Subsequently, as reported in this paper, the data were interrogated further using a new lens to investigate the extent to which these elements of teacher knowledge were evident throughout their practices. The technological, pedagogical and content knowledge (TPACK) theoretical framework enabled the researchers to identify ...


What Mathematics Calculations Do Adults Do In Their Everyday Lives?: Part 1 Of A Report On The Everyday Mathematics Project, Maria T. Northcote, Linda Marshall Dec 2016

What Mathematics Calculations Do Adults Do In Their Everyday Lives?: Part 1 Of A Report On The Everyday Mathematics Project, Maria T. Northcote, Linda Marshall

Maria Northcote

This first part of a report on the Everyday Mathematics Project presents information about the topics, frequency, amount, type, nature and methods used by adults in calculations in their everyday lives. This serves to demonstrate the relevance of primary school mathematics, especially in terms of mental computation and estimation strategies situated within authentic contexts.


Virtual Manipulatives On The Interactive Whiteboard: A Preliminary Investigation, Paula Mildenhall, Paul Swan, Maria Northcote, Linda Marshall Dec 2016

Virtual Manipulatives On The Interactive Whiteboard: A Preliminary Investigation, Paula Mildenhall, Paul Swan, Maria Northcote, Linda Marshall

Maria Northcote

An outline of how virtual manipulatives and interactive whiteboards can be used in the classroom.


What Mathematics Do Adults Really Do In Everyday Life?, Maria Northcote, Alistair Mcintosh Dec 2016

What Mathematics Do Adults Really Do In Everyday Life?, Maria Northcote, Alistair Mcintosh

Maria Northcote

A description of the Saucer Project at the Edith Cowan University is presented. The project is designed to find out what types of mathematical calculations adults do in their ordinary lives.


Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey Dec 2016

Using The Self-Determined Learning Principles Of Heutagogy To Support Academic Staff Who Are Learning To Teach Online, Maria T. Northcote, Chris Boddey

Maria Northcote

Tailored professional development (PD) programs assist university teaching staff to capitalize on the educational use of technology. To supplement on-campus PD support, staff at Avondale College of Higher Education developed a self-help online resource, Moodle's Little Helper (MLH), that has since become an integral and accepted component of the institution's PD landscape. Since Avondale's overall PD program is built upon the theoretical underpinnings of heutagogy (Hase, 2009; Hase & Kenyon, 2003), a self-determined learning theory, the purpose and nature of the resource also reflects the key principles of this educational philosophy. Adopting a utilisation-focused research methodology (Patton, 2011 ...


The Educational Beliefs Of A Group Of University Teachers And Their Students: Identification, Exploration And Comparison, Maria T. Northcote Dec 2016

The Educational Beliefs Of A Group Of University Teachers And Their Students: Identification, Exploration And Comparison, Maria T. Northcote

Maria Northcote

The quality of teaching and learning in tertiary education contexts is influenced by many factors including the educational beliefs of the university teachers and students who teach and learn in such contexts. Most belief research in the tertiary education sector has, to date, reported on the teaching or learning beliefs of just teachers or the teaching or learning beliefs of just students. Much less research has explored the connections between the educational beliefs of these two groups. This research has aimed to extend the parameters of previous research by investigating the point of intersection between the educational beliefs of a ...


Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey Dec 2016

Threshold Concepts About Online Teaching: Progress Report On A Five Year Project, Kevin P. Gosselin, Maria T. Northcote, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson, Chris Boddey

Maria Northcote

The burgeoning expansion of online education has presented the challenges of articulating an appropriate pedagogy for online education (Stevens, 2003; Runnels et al., 2006; Gosselin, 2009) while also contending with perceived and real deficits in lecturer competence (Shephard, 2007). Conceptually, the identified areas of concern are viewed as troublesome knowledge (Perkins, 1999), or knowledge that is counter intuitive to traditional teaching face to face teaching. To meet the emerging difficulties of new modes of distance teaching, researchers have focused on transformative learning using threshold concepts, or new portals, that allow understanding of concepts through new modes of thinking (Meyer & Land, 2003). Northcote and her colleagues used findings from their research into threshold concepts of online teaching to develop a tailored staff development training program (Northcote et al., 2011; Northcote ...


Use Of Cognitive Tools As Support Mechanisms For Adult Indigenous Learners In An Online Mathematics Unit, Maria T. Northcote, Linda Marshall, Max Lenoy Dec 2016

Use Of Cognitive Tools As Support Mechanisms For Adult Indigenous Learners In An Online Mathematics Unit, Maria T. Northcote, Linda Marshall, Max Lenoy

Maria Northcote

The staff at Kurongkurl Katitjin (the School of Indigenous Australian Studies, at Edith Cowan University) design, develop and teach courses that are offered in a variety of delivery formats: on-campus, online and through traditional distance education. Many of our off-campus courses are now being delivered via the use of online learning technologies. For example, the individual units within the Indigenous University Orientation Course (IUOC) are currently being redesigned to incorporate these new learning and communication technologies. With the major components of these units being based on the internet, learning is also supported by contact with on-campus lecturers, print and multimedia ...


Tuning Into Podcasts: Collaborative Research Into The Value Adding Nature Of Podcasts In Teacher Education, Maria T. Northcote, Linda Marshall, Eva Dobozy, Paul Swan, Paula Mildenhall Dec 2016

Tuning Into Podcasts: Collaborative Research Into The Value Adding Nature Of Podcasts In Teacher Education, Maria T. Northcote, Linda Marshall, Eva Dobozy, Paul Swan, Paula Mildenhall

Maria Northcote

Digital pedagogy has become an increasingly viable, popular and effective component of higher education teaching and learning at Edith Cowan University and elsewhere. Components of digital pedagogy are diverse with new examples, such as podcasts, regularly being created, released for use and adopted in educational, recreational and business contexts. Consequently, university students use much of this technology both in their employment and recreational lives. This study explored processes of using and developing the students’ existing technological skills within their university studies. This paper documents the processes and findings of a collaborative research project that was implemented across six units of ...


Underachieving Gifted Students: Two Case Studies, Hannah Bennett-Rappell, Maria T. Northcote Dec 2016

Underachieving Gifted Students: Two Case Studies, Hannah Bennett-Rappell, Maria T. Northcote

Maria Northcote

Almost half of all gifted students do not achieve according to their exceptional potential. Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of underachievement in gifted students. This study utilised a specifically designed Creative Writing Program and adopted a part-time withdrawal strategy to explore the impact of particular teaching strategies on reversing the underachievement of two gifted students. Through the two case studies, qualitative data were gathered from multiple sources and perspectives. These data were analysed using ...


Threshold Concepts And Attitudes In Mathematics Education: Listening To Students' Past, Present And Projected Stories, Maria T. Northcote Dec 2016

Threshold Concepts And Attitudes In Mathematics Education: Listening To Students' Past, Present And Projected Stories, Maria T. Northcote

Maria Northcote

The process of becoming a skilled and confident mathematics teacher can be strongly influenced by the teacher's attitudes to both mathematics and mathematics teaching. Investigations into the attitudes of pre-service teachers have shown that teachers' attitudes directly influence their teaching practices and, subsequently, their students' learning experiences. Teachers' understanding of mathematical content and concepts also impact on the quality of teaching. Hence, the identification of threshold concepts and attitudes associated with teaching mathematics can be beneficial to pre-service teachers and their students. By understanding the concepts associated with teaching mathematics to young children, pre-service teachers come to transcend their ...


The Lived Experience Of Online Educators: Insights From Construction Management, William Sher, Anthony Williams, Maria T. Northcote Dec 2016

The Lived Experience Of Online Educators: Insights From Construction Management, William Sher, Anthony Williams, Maria T. Northcote

Maria Northcote

Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction ...


The Impact Of Integrated Movement-Based Activities On Primary School Aged Students In The Classroom, Melissa Nalder, Maria T. Northcote Dec 2016

The Impact Of Integrated Movement-Based Activities On Primary School Aged Students In The Classroom, Melissa Nalder, Maria T. Northcote

Maria Northcote

Movement-based activities can have benefits for children from informal early childhood settings to more formal education contexts in primary schools. Integrated movement-based activities (IMBAs) are activities involving physical movement that are used to teach subjects other than physical education in the primary school curriculum. The purpose of this study was to investigate the impact that IMBAs have on primary school aged students. The study was conducted in lower and upper primary classrooms. The data was collected from the perspectives of students, teachers and a researcher using self-reflection journals, numeracy tests, self-rating scales of concentration levels, teacher interviews and researcher observations ...


The Researcher's Little Helper: The Design Of An Enabling Online Resource For Postgraduate Students And Their Supervisors, Maria T. Northcote, Anthony Williams Dec 2016

The Researcher's Little Helper: The Design Of An Enabling Online Resource For Postgraduate Students And Their Supervisors, Maria T. Northcote, Anthony Williams

Maria Northcote

The question of how to support postgraduate students and their supervisors, especially neophyte supervisors, is a challenge faced by many higher education institutions. This paper outlines the early stages of a research study which incorporated a design-based research methodology to inform the planning and development of an online, self-paced resource for postgraduate students and their supervisors. Once the needs of these two groups were identified through regular focus groups, the findings from these collaborations, along with literature review findings, informed the structural framework of an online resource known as The Researcher's Little Helper.


Teaching With Technology: Up, Up And Away With Parachutes In Primary Mathematics, Maria T. Northcote Dec 2016

Teaching With Technology: Up, Up And Away With Parachutes In Primary Mathematics, Maria T. Northcote

Maria Northcote

In a teacher education institution just north of Sydney, a lecturer asked her students about their most vivid memories of learning about mathematics in their primary school years. By far, the most easily recalled positive experiences of mathematics involved some form of physical activity or the use of hands-on resources:

One day the teacher organised for us to have a pizza party. The pizzas were divided into even pieces and we learned about fractions.

I loved the way my teacher got us to use the things she found around her house in the classroom - . She'd bring them into our ...


Teaching With Technology: Step Back And Hand Over The Camera! Using Digital Cameras To Facilitate Mathematics Learning With Young Children In K-2 Classrooms, Maria Northcote Dec 2016

Teaching With Technology: Step Back And Hand Over The Camera! Using Digital Cameras To Facilitate Mathematics Learning With Young Children In K-2 Classrooms, Maria Northcote

Maria Northcote

Maria Northcote explores the use of digital cameras as a tool for handing over control of a mathematics lesson to the children. While the children were very young, the results were extremely impressive!


Teaching With Technology: Mathematics On The Move: Using Mobile Technologies To Support Student Learning (Part 1), Catherine Attard, Maria T. Northcote Dec 2016

Teaching With Technology: Mathematics On The Move: Using Mobile Technologies To Support Student Learning (Part 1), Catherine Attard, Maria T. Northcote

Maria Northcote

Catherine Attard and Maria Nort hcote explore the use of mobile technologies as part of our digital repertoire for teachingmathematics. If you are thinking mobile technologies means calculators then this article will provide food for thought!


Selecting Criteria To Evaluate Qualitative Research, Maria T. Northcote Dec 2016

Selecting Criteria To Evaluate Qualitative Research, Maria T. Northcote

Maria Northcote

While the evaluation of quantitative research frequently depends on judgements based on the “holy trinity” of objectivity, reliability and validity (Spencer, Ritchie, Lewis, & Dillon, 2003, p. 59), applying these traditional criteria to qualitative research is not always a “good fit” (Schofield, 2002). Instead, educational researchers who engage in qualitative research have suggested various sets of alternative criteria including: transferability, generalisability, ontological authenticity, reciprocity, dependability, confirmability, reflexivity, fittingness, vitality and, even, sacredness and goodness (Creswell, 2002; Garman, 1996; Guba & Lincoln, 1989; Patton, 2002; Spencer et al., 2003; Stige, Malterud, & Midtgarden, 2009). While over one hundred sets of qualitative research criteria have been identified (Stige et al., 2009), some researchers warn against the absolute application of any criteria to qualitative research which is, by its nature, wide‐ranging and varied, and does not necessarily lend itself to the straightforward application of any evaluation criteria. Nevertheless, whether or not criteria are applied at all in the research evaluation process, postgraduate students face a number of decisions associated with the process of evaluating qualitative research: 1) whether or not to adopt a set of appraisal criteria; 2) which criteria to select, if criteria are used; and 3) how to apply alternative approaches to criteria‐focused evaluation. These decisions often require a paradigm shift (Khun, 1962) in the way postgraduate students perceive and approach their research. The messiness and complexity associated with such decisions can be confronting. This paper examines a number of approaches used by researchers to evaluate qualitative investigations in educational ...


Supporting Construction Management Education: Examining The Impact Of Leadership, Management And Staff Development, Willy Sher, Anthony Williams, Maria T. Northcote Dec 2016

Supporting Construction Management Education: Examining The Impact Of Leadership, Management And Staff Development, Willy Sher, Anthony Williams, Maria T. Northcote

Maria Northcote

Universities in Australia face a range of challenges as they renew curricula. Several of these arise from the federal government’s compliance monitoring entities which focus on academic standards and quality assurance. In addition, the sector is experiencing increased emphasis on research performance and postgraduate education. Against this backdrop, this paper examines academic leadership, management and staff development, and considers the implications of these processes on construction management higher education. This paper draws on data gathered from surveys, interviews and focus groups with leaders in construction-related academic disciplines across Australia, and provides a critical review of their attitudes and concerns ...


Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote Dec 2016

Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote

Maria Northcote

Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff ...


Professional Development Of Research Supervisors: A Capacity-Building, Participatory Framework, Kevin Petrie, Gina Lemke, Anthony Williams, Brett G. Mitchell, Maria T. Northcote, Malcolm Anderson, Kayle De Waal Dec 2016

Professional Development Of Research Supervisors: A Capacity-Building, Participatory Framework, Kevin Petrie, Gina Lemke, Anthony Williams, Brett G. Mitchell, Maria T. Northcote, Malcolm Anderson, Kayle De Waal

Maria Northcote

The professional development of supervisors of higher degree research students is growing in importance and undergoing change, based on the demand for timely completion of higher degrees and the Australian federal government’s quality agenda driving improvement of practice. Research has informed the design of research supervision frameworks within large universities (Carton & Kelly, 2014; Luca et al., 2013) but smaller institutions face different issues, including the challenge of developing an active research culture.

This paper reports on the outcomes of an institution-wide project that was conducted in a small, private higher education institution involving the development and implementation of a framework for ...


New Metaphors For Teaching And Learning In A University Context, Maria T. Northcote, Tony Fetherston Dec 2016

New Metaphors For Teaching And Learning In A University Context, Maria T. Northcote, Tony Fetherston

Maria Northcote

University teachers and university students often explain their beliefs about teaching and learning by using metaphors and, in a research sense, these metaphors have often been interpreted as indicators of individuals’ educational beliefs. Critical reflection of these metaphors, provides insight into beliefs behind the practices of university teachers and students. This recent University study has uncovered some different metaphors from those commonly reported, which has provided the impetus for this paper. This paper aims to augment and extend existing research about the use of metaphor with investigative insights into individuals’ beliefs and conceptions of teaching and learning. Two groups of ...


Role-Playing As A Tool To Facilitate Learning, Self Reflection And Social Awareness In Teacher Education, Peter W. Kilgour, Daniel Reynaud, Maria T. Northcote, Marion Shields Dec 2016

Role-Playing As A Tool To Facilitate Learning, Self Reflection And Social Awareness In Teacher Education, Peter W. Kilgour, Daniel Reynaud, Maria T. Northcote, Marion Shields

Maria Northcote

Meaningful learning in the tertiary sector benefits from the inclusion of a variety of teaching and learning techniques including active learning. Role-plays are one type of active and participatory learning activity that creates interaction between students and a simulated scenario. This reality can serve to open the minds of participants to issues they need to be able to deal with in their chosen careers. This paper reports role-plays in four different learning applications: the first was in a multicultural education class and simulated a microcosm of society where students took on the roles of minority groups. The second reports on ...


Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman Dec 2016

Pre-Service Teachers' Reflections On Critical Incidents In Their Professional Teaching Experiences, Peter W. Kilgour, Maria T. Northcote, Wendi Herman

Maria Northcote

Pre-service teachers typically engage in a series of professional development experiences throughout their teacher education courses. These periods of learning enable them to develop as reflective practitioners under the mentorship of experienced school teachers. After these periods of intense learning, sometimes characterised by pedagogic epiphanies, they frequently report extreme experiences of success or failure which influence perceptions of their future teaching career. This study aimed to capture final year pre-service teachers' reflections of critical incidents in their past professional experience by especially focusing on their worst lesson experience. The qualitative research approach incorporated elements of critical incident research design from ...


Lighting Up And Transforming Online Courses: Letting The Teacher’S Personality Shine, Maria T. Northcote Dec 2016

Lighting Up And Transforming Online Courses: Letting The Teacher’S Personality Shine, Maria T. Northcote

Maria Northcote

Affective aspects of learning have been shown to influence cognitive aspects of learning (Russo & Benson, 2005; Salmon, 2004) and online educators are increasingly aware of the role played by emotions in online learning. To encourage a well-rounded online learning experience for students, online course designers have long been encouraged to provide students with opportunities to express their own personality and identity (Palloff & Pratt, 1999). Such design features have been linked with improved learning outcomes and decreased attrition rates (McInnerney & Roberts, 2004). However, a comparable discussion about the value of teacher personality in online courses has yet to be comprehensively considered beyond definitions ...


Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle Dec 2016

Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle

Maria Northcote

This paper explores and documents a learning partnership that has developed between two instructional designers employed at two different universities in Perth, Western Australia. The value of this crossinstitutional partnership is initially investigated in terms of the benefits involved for the professional careers of each instructional designer. The context of the university faculty in which the instructional designers operate is appraised. Also, the wider consequences of this partnership are considered in terms of the influence it has on other Australian tertiary education providers. The analysis of the partnership will be built upon an appropriate constructivist theoretical framework.


Navigating Learning Journeys Of Online Teachers: Threshold Concepts And Self-Efficacy, Maria T. Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson Dec 2016

Navigating Learning Journeys Of Online Teachers: Threshold Concepts And Self-Efficacy, Maria T. Northcote, Kevin P. Gosselin, Daniel Reynaud, Peter W. Kilgour, Malcolm Anderson

Maria Northcote

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context.

This paper reports on Phase 2 of a research project, which takes into consideration the ...