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Articles 1 - 17 of 17
Full-Text Articles in Education
Transdisciplinary Educational Design: Creating A Structured Space For Critical Reflection On E-Learning Assessment Practices, Meg O'Reilly, Allan Ellis
Transdisciplinary Educational Design: Creating A Structured Space For Critical Reflection On E-Learning Assessment Practices, Meg O'Reilly, Allan Ellis
Dr Meg O'Reilly
Many academic staff are experiencing the multiple challenges and pressures of increased teaching loads, e-learning design and developments, ongoing research including the scholarship of teaching, as well as fiscal accountability. No wonder most lecturers have little time or energy left for the long-valued processes of critical reflection. This paper describes an educational design initiative of three cycles involving academic staff from a range of disciplines who came together with reference librarians and technical support staff in a series of meetings to reflect in a structured action learning process on their practices of designing assessment for e-learning. Creating a structured space …
Media Supported Problem-Based Learning And Role-Play In Clinical Nurse Education, Leeann Whitehair, Meg O'Reilly
Media Supported Problem-Based Learning And Role-Play In Clinical Nurse Education, Leeann Whitehair, Meg O'Reilly
Dr Meg O'Reilly
The introduction of a problem-based learning role-play into an undergraduate nursing degree has motivated and inspired students to take an active approach to learning. Practising the role of a registered nurse and working in a simulated patient environment were seen as valid preparation for future practice. Collaborating with peers and tutors provided students with confidence to solve authentic patient problems and motivated them to accept responsibility for preparation and active participation during lab sessions. Inclusion of digital recordings of expert demonstrations of clinical skills significantly enhanced students’ skills development. Students’ future colleagues working in health care, noted their preparedness, high …
A Peer Review Model For The Altc Exchange: Contributing To The Landscape Of Shared Learning And Teaching Resources, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
A Peer Review Model For The Altc Exchange: Contributing To The Landscape Of Shared Learning And Teaching Resources, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
Dr Meg O'Reilly
The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design-based research approach was …
Sharing Learning Resources: Workplace Learning, Mentoring & Assessment, Chris Morgan, Meg O'Reilly, J Stewart
Sharing Learning Resources: Workplace Learning, Mentoring & Assessment, Chris Morgan, Meg O'Reilly, J Stewart
Dr Meg O'Reilly
This paper is a report of an example of two organisations sharing resources to provide a workplace based learning and assessment model for registered nurses. The issue of mentorship has been explored in the context of a nurse education program offered in distance mode. The role of the Clinical Teaching Associate (CTA), a workplace mentor and assessor is the focus of the paper which explains the model's evolution over the past seven years. Whilst there is still much to learn about facilitating workplace mentorship, this paper throws considerable light on the issues associated with partnerships between industry and higher education …
Reinvigorating Educational Design For An Online World, Meg O'Reilly
Reinvigorating Educational Design For An Online World, Meg O'Reilly
Dr Meg O'Reilly
With changes to higher education being significantly impacted by the rapid pace of technological evolution in the new millennium, there is a need to find greater humanity in the course development process. As traditional mediators and creative collaborators in the process of course design, educational designers are well positioned to bring spirit and soul to their work with academic staff. This paper explores the need for reinvigorating teaching and learning relationships through creative, post-egoist meaningful approaches to educational design in times of enormous technological and workplace change.
In At The Deep End: Swapping Roles Through Staff Development Online, Meg O'Reilly, Allan Ellis
In At The Deep End: Swapping Roles Through Staff Development Online, Meg O'Reilly, Allan Ellis
Dr Meg O'Reilly
After reviewing questions about how Australian Universities carry out staff development for online teaching and learning, this paper reports on an initiative that has brought together the outcomes of previous research into an online resource and workshop. Having piloted these, the full version of the workshop was recently completed by a group of staff at Southern Cross University. The authors reflect upon experiences of swapping roles – teachers becoming learners, and educational designer (usually a student advocate in the design process) becoming the teacher. Reflections on experiences are reported from reflective journal and evaluation data.
Instructional Design: How Do We Know Our Learners?, Chris Morgan, Sophie Dicorpo, Meg O'Reilly
Instructional Design: How Do We Know Our Learners?, Chris Morgan, Sophie Dicorpo, Meg O'Reilly
Dr Meg O'Reilly
This paper provides some background discussion to a workshop in which we will seek discussion on issues of evaluation and research of instructional design activity in distance and open learning. We question the theoretical underpinnings of instructional design and its appropriateness in open learning contexts. In particular, we question the usefulness of research containing limiting assumptions about how learners should appropriately use study materials. The workshop aims to raise these issues as a starting point for input to the development of an instructional design research and evaluation project which is currently being devised at Southern Cross.
Towards Using Www For Teaching And Learning, Meg O'Reilly
Towards Using Www For Teaching And Learning, Meg O'Reilly
Dr Meg O'Reilly
Traditional forms of distance education course delivery rely on paper based exchange of information and invariably suffer from an extreme paucity of dialogue. On the other hand, telecommunications-based education (Debreceny, Ellis & Chua, 1995) makes use of both existing and new technologies for a variety of options in course delivery which maximise dialogue, interaction and interactivity.
Designing Webcds: A Low Cost Option To Enhance Learning And Interaction, Meg O'Reilly, Chris Morgan
Designing Webcds: A Low Cost Option To Enhance Learning And Interaction, Meg O'Reilly, Chris Morgan
Dr Meg O'Reilly
Candidates of Southern Cross University's Doctor of Business Administration are a unique group. Demands by these senior executives for flexibility of delivery and portability of courseware has been the recent impetus for course redesign. Informed by a student survey and expressed needs of staff, instructional designers focused on a low cost hybrid model for delivery of study resources. A collection of Web linked CDROMs have been designed to utilise advantages of online interaction while storing high resolution video materials without limitations of bandwidth and unwieldy download times. Enhancements to teaching, learning and assessment approaches are discussed.
Staff Development Responses To The Demand For Online Teaching And Learning, Allan Ellis, Meg O'Reilly, Roger Debreceny
Staff Development Responses To The Demand For Online Teaching And Learning, Allan Ellis, Meg O'Reilly, Roger Debreceny
Dr Meg O'Reilly
Australian universities are coming under increasing demand to deliver online courses. This demand is driven by four main factors; 1) the increasing availability of multimedia capable computers, fast modems and Internet access; 2) the emergence of online technologies such as the WWW that provides a crossplatform, non-proprietary multimedia delivery system; 3) the promise of enhancements to the quality of the teaching and learning experience; and 4) being part of the global education market. The academic who teaches successfully online now needs a knowledge of both pedagogy as it applies to the online environment and a knowledge of current appropriate software, …
Staff Development By Immersion In Interactive Learning Online, Meg O'Reilly, Jennifer M. Brown
Staff Development By Immersion In Interactive Learning Online, Meg O'Reilly, Jennifer M. Brown
Dr Meg O'Reilly
This is a story from an Australian perspective of the changes in staff development approaches over the past few years, in response to the rapidly changing educational and technological environments. In particular the authors reflect upon initiatives implemented and those planned for the future at Southern Cross University, as a result of the impact of staff development activities in our own institution and in other Australian universities to date. The paper concludes with a plan for the Teaching and Learning Centre’s website to move beyond delivery of information, exemplars and resources, to support a program of active immersion of staff …
Resource Directory For Assessing Learners Online, Meg O'Reilly
Resource Directory For Assessing Learners Online, Meg O'Reilly
Dr Meg O'Reilly
To address the need for critical research, and to target access to the wide range of resources in the field of online assessment practices in higher education now published on the Internet itself, a research project has recently commenced at Southern Cross University. This project aims to improve the online assessment practices of academic staff through reflective practice and action research. An accompanying website is under development to provide a directory of resources including examples of the practices and theories pertaining to assessment online, as well as links to published literature. The poster presentation will provide access to this resource …
Technology For Assessing Open And Distance Learners, Meg O'Reilly, Chris Morgan
Technology For Assessing Open And Distance Learners, Meg O'Reilly, Chris Morgan
Dr Meg O'Reilly
This paper describes use of the WWW to enhance assessment in the open, distance and flexible learning contexts. From their experiences as practitioners in instructional design and Web development, the authors consider effectiveness, efficiency and new opportunities in facilitating student assessment via the WWW. Discussion draws upon the body of literature in Web-based developments, open and distance learning, instructional design, research and case study data. Case studies from Australian universities demonstrate emerging practices and reflections brought about by a shift towards flexible delivery and the use of WWW technology. The dissolving of distinctions between on campus and off campus is …
The Professional Doctorate On Webcd, Meg O'Reilly, Chris Morgan
The Professional Doctorate On Webcd, Meg O'Reilly, Chris Morgan
Dr Meg O'Reilly
Students enrolled in Southern Cross University's (SCU) Doctor of Business Administration (DBA) are a unique group of senior business people. Their demand for greater flexibility of delivery and portability of study materials was the impetus for a redesign of this professional degree at SCU. With a rapidly growing student base around Australia and SEAsia, DBA study packages must be suitable for a very mobile and busy professional group. Most have convenient access to computers and network connection, unlike students in many other programs. On the other hand, DBA students do not have much time to devote to study. They are …
Sharing Learning Resources: Workplace Learning, Mentoring & Assessment, Chris Morgan, Meg O'Reilly, J Stewart
Sharing Learning Resources: Workplace Learning, Mentoring & Assessment, Chris Morgan, Meg O'Reilly, J Stewart
Dr Meg O'Reilly
This paper is a report of an example of two organisations sharing resources to provide a workplace based learning and assessment model for registered nurses. The issue of mentorship has been explored in the context of a nurse education program offered in distance mode. The role of the Clinical Teaching Associate (CTA), a workplace mentor and assessor is the focus of the paper which explains the model's evolution over the past seven years. Whilst there is still much to learn about facilitating workplace mentorship, this paper throws considerable light on the issues associated with partnerships between industry and higher education …
Technology For Assessing Open And Distance Learners, Meg O'Reilly, Chris Morgan
Technology For Assessing Open And Distance Learners, Meg O'Reilly, Chris Morgan
Dr Meg O'Reilly
This paper describes use of the WWW to enhance assessment in the open, distance and flexible learning contexts. From their experiences as practitioners in instructional design and Web development, the authors consider effectiveness, efficiency and new opportunities in facilitating student assessment via the WWW. Discussion draws upon the body of literature in Web-based developments, open and distance learning, instructional design, research and case study data. Case studies from Australian universities demonstrate emerging practices and reflections brought about by a shift towards flexible delivery and the use of WWW technology. The dissolving of distinctions between on campus and off campus is …
Instructional Design: How Do We Know Our Learners?, Chris Morgan, Sophie Dicorpo, Meg O'Reilly
Instructional Design: How Do We Know Our Learners?, Chris Morgan, Sophie Dicorpo, Meg O'Reilly
Dr Meg O'Reilly
This paper provides some background discussion to a workshop in which we will seek discussion on issues of evaluation and research of instructional design activity in distance and open learning. We question the theoretical underpinnings of instructional design and its appropriateness in open learning contexts. In particular, we question the usefulness of research containing limiting assumptions about how learners should appropriately use study materials. The workshop aims to raise these issues as a starting point for input to the development of an instructional design research and evaluation project which is currently being devised at Southern Cross.