Education Commons^™

Using Fmri To Explore Interactivity And Cognition: A Methodological Case Study, Barney Dalgarno, Gregor Kennedy, Susan J. Bennett

Faculty of Education - Papers (Archive)

Recent educational models of computer-based interactivity stress the important role of a learner’s cognition. It has been suggested that interactive learning tasks carried out in the context of an authentic, problem-based scenario will result in deeper, elaborative cognitive processing leading to greater conceptual understanding of the material presented. Research methods that have been used to investigate cognition and learning have traditionally included self-report questionnaires, focus groups, interviews and think-aloud protocols and, more recently in computer-based settings, interaction log file or ‘audit trail’ analysis. While all of these techniques help researchers understand students’ learning processes, all are limited in that they …

Using The Internet For Professional Development: The Experience Of Rural And Remote Professionals, Anthony J. Herrington, Janice A. Herrington

Faculty of Education - Papers (Archive)

The retention of professionals employed in rural and remote areas of Australia is a critical factor in community growth and sustainability. Retaining professionals depends to a large extent on the availability of support and professional development that is becoming increasingly accessible through the internet. This paper describes a research study that used survey and interview methods to indicate how a range of ten professional groups employed in rural and remote Australia, are accessing the internet for professional development. The findings indicate that email, the world wide web, discussion, chat and listservs were commonly used, however, the ability of professionals to …

A Partnership For Ipod Pedagogy: Using The Technology Of Millennial Learners Across Educational Contexts, Lisa K. Kervin, Doug Reid, Jeff Vardy, Carroll Hindle

Faculty of Education - Papers (Archive)

This paper explores collaboration between researchers at the tertiary level, with primary school teachers and their students as iPods are integrated into learning experiences. Embarking on this partnership, it is our aim to weave value-added, mutually beneficial and collaborative relationships into our on-going professional interactions as we work towards the development of a pedagogical framework to support classroom teachers in using iPods and podcasting in their educational settings. Such collaborative relationships have been promoted as a way to foster professional relationships, provide learning opportunities for educators, encourage change and develop common understanding across contexts.

Appropriate pedagogy and procedures to assist …