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University of Wollongong

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Full-Text Articles in Education

Exchanging Online Narratives For Leisure: A Legitimate Learning Space, N. F. Johnson May 2009

Exchanging Online Narratives For Leisure: A Legitimate Learning Space, N. F. Johnson

Faculty of Education - Papers (Archive)

The Story Exchange section of the Sims 2 website offers Sims 2 players a forum to read andreview other players’ original stories which they have written while playing The Sims 2. This article draws on interview data from Sarah, a 15-year-old female involved in reading and evaluating these online stories. Analysis of Sarah’s experiences in playing The Sims 2 and using the Story Exchange website suggest that players who engage with these particular online narratives determine quality indicators of the stories, without guidance or instruction from external structures or authorities. Following this point, this Story Exchange is presented not only …

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Generational Differences In Beliefs About Technological Expertise, N. F. Johnson Jan 2009

Generational Differences In Beliefs About Technological Expertise, N. F. Johnson

Faculty of Education - Papers (Archive)

Drawing on Bourdieu’s (1990, 1998, 2000) socio-cultural theories, this article explores the construction of technological expertise amongst a heterogenous group of New Zealand teenagers, specifically in regard to their home computer use, which for many of them is their primary site of leisure. The qualitative study involved observations and interviews with eight teenagers aged 13–17. All the participants considered themselves to be technological experts, and their peers and/or their family supported this self-description. This article examines differences between the concepts and value of learning, expertise, and technology, and how they are valued differently between generations. After discussing the habitus (dispositions) …

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Teenage Technological Experts’ Views Of Schooling, N. F. Johnson Jan 2009

Teenage Technological Experts’ Views Of Schooling, N. F. Johnson

Faculty of Education - Papers (Archive)

Utilising Pierre Bourdieu’s formula for studying social practice, this study explored the construction of technological expertise amongst a heterogenous group of New Zealand teenagers. The qualitative study employed observations and interviews with five boys and three girls aged 13 – 17, who considered themselves to be technological experts; their peers and/or their family also considered them to be technological experts. For seven of the eight participants, their primary site of leisure was their home computer use. This article gives some examples about how the participants’ understand schooling and its relevance to them. It engages with ideas concerning the performance of …

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Cyber-Relations In The Field Of Home Computer Use For Leisure: Bourdieu And Teenage Technological Experts, N. F. Johnson Jan 2009

Cyber-Relations In The Field Of Home Computer Use For Leisure: Bourdieu And Teenage Technological Experts, N. F. Johnson

Faculty of Education - Papers (Archive)

This article highlights the practice of a group of New Zealand teenagers who are considered by their family and themselves to be technological experts. Drawing on Pierre Bourdieu’s key concepts of habitus, field and capital, this text identifies and discusses the cyber-relations that constitute the practice in the field of home computer use for leisure. The purpose of this article is to claim that though this field is predominantly a field of leisure, these are valid sites of informal learning. As almost all of the experts in the study gained their expertise through independent means, with minimal input from their …

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Rage Against The Machine? Symbolic Violence In E-Learning Supported Tertiary Education, N. F. Johnson, David C. Macdonald, T. M. Brabazon Jan 2008

Rage Against The Machine? Symbolic Violence In E-Learning Supported Tertiary Education, N. F. Johnson, David C. Macdonald, T. M. Brabazon

Faculty of Education - Papers (Archive)

The move toward online course facilitation in tertiary education has the intent of providing education at any time in any place to any person. However, the advent of blended learning and e-learning innovations has ostracised, marginalised or ignored those who cannot afford or who are unable to access the latest hardware and software to take advantage of these opportunities. The Web 2.0 age is an era of assumptions: assumptions of participation, literacy and democracy. Yet such inferences are based on the need for high-speed Internet connections, and the latest computers are standard requirements. Those without the ability to access these …

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1st, 2nd And 3rd Generation Implementations Of An Elearning Deign: Re-Use From Postgraduate Law To Block/Online Engineering Course, S. R. Lambert, C. J. Brewer Jan 2007

1st, 2nd And 3rd Generation Implementations Of An Elearning Deign: Re-Use From Postgraduate Law To Block/Online Engineering Course, S. R. Lambert, C. J. Brewer

Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers

In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format, using a block/online approach. The program used an authentic workplace-simulated model that took advantage of emerging technologies to enable effective online teaching and learning. This learning design was reused to redesign two subjects within the Postgraduate Engineering Management course. To monitor the effectiveness of this approach …

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Support Or Spoon Feeding? Research Skills Training For First Year Marketing Students In A Large Class, S. R. Lambert, V. K. Yanamandram Jan 2004

Support Or Spoon Feeding? Research Skills Training For First Year Marketing Students In A Large Class, S. R. Lambert, V. K. Yanamandram

Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers

This paper describes the work done by the authors to develop and evaluate a new worksheet and quiz assessment developed to explicitly teach the skills required by marketing students to complete their studies and to be successful professional marketers. While concerns were raised in the teaching faculty that such interventions might amount to spoon feeding, the authors felt that there was sufficient evidence to suggest that such an activity was an effective learning support, especially in such a large first year class. Student survey results indicate that for many students the activity successfully taught a repeatable process of how to …

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Collaborative Design Projects: Evaluating Students' Online Discussions, S. R. Lambert Jan 2003

Collaborative Design Projects: Evaluating Students' Online Discussions, S. R. Lambert

Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers

This paper reports on the author’s work to evaluate student online discussion, a learning tool used in a face-to-face graphic design subject centred around a collaborative design project. A modified teaching and learning model with new online resources was trialled with approx 45 undergraduate design students in session 1 of 2003. The 4 students in each project team were allocated a specific role based on contemporary design studio practice. An online discussion space was set up for each project team. A number of evaluation techniques were used including a content analysis of online discussion postings on which this paper focuses. …

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