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- Educational design (4)
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Articles 1 - 30 of 45
Full-Text Articles in Education
Why Interact Online If It's Not Assessed?, Meg O'Reilly, Diane Newton
Why Interact Online If It's Not Assessed?, Meg O'Reilly, Diane Newton
Dr Meg O'Reilly
This paper presents findings from a research project in a university social science course. It explores reasons for the emergence of informal peer-to-peer online learning interactivity. Given that the literature on assessment in higher education higher education indicates that learning is driven by assessment, what motivates students to interact online if such activity is not assessed? Data obtained from social science students at Southern Cross University, Australia, over two semesters has shown us that learners' intrinsic motivation can lead to experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. It emerged …
A Breath Of Fresh Air: Reflecting On The Changing Practices Of Assessment Online, Meg O'Reilly
A Breath Of Fresh Air: Reflecting On The Changing Practices Of Assessment Online, Meg O'Reilly
Dr Meg O'Reilly
Prior to a flight we are reminded that in an emergency we are to place the oxygen mask on our own faces before we place them on a child to ensure we can assist the child. Unfortunately, with regard to teacher learning. ..we spend a great deal of time placing oxygen masks on other people's faces while we ourselves are suffocating" (Zederayko & Ward, 1999: 36 [28]). To breathe in some new ideas on assessment for learners in the changing online world, academic staff need to have time, energy and will for fresh reflections and collective dialogue upon their innovations. …
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Dr Meg O'Reilly
This presentation discusses and demonstrates use of the WWW to enhance assessment and flexibility in learning contexts. Case studies from Australian Universities demonstrate emerging practices and reflections. Adopted changes to interaction and assessment illustrate the shift towards flexible learning through WWW technology. Discussion includes instructional design, staff development and media/technology issues.
Ascilite Report 1 For The Carrick Exchange Project: Literature Review, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
Ascilite Report 1 For The Carrick Exchange Project: Literature Review, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
Dr Meg O'Reilly
To inform the design and development of the Carrick Exchange, the Carrick Institute for Learning and Teaching in Higher Education required research into the prospective user needs, contexts of use and policies necessary to facilitate engagement of the higher education sector with the Carrick Exchange. The data collection and analysis for this research included an extensive literature review, the substance of which forms this report. This document provides an overview of the significant literature relevant to the research conducted by ascilite and should be read in conjunction with the final report. Additional literature can be found in Appendix A: Additional …
Ascilite Report 5 For The Carrick Exchange Project: International Perspective, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Ascilite Report 5 For The Carrick Exchange Project: International Perspective, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Dr Meg O'Reilly
This is the fifth report completed by ascilite for the Carrick Institute for Learning and Teaching in Higher Education to inform the development of the Carrick Exchange. It complements research findings discussed in four previous ascilite reports (Reports 1-4). Report 5 is a synthesis of particular international research and experience regarding the building of communities to support teaching and learning in higher education, and repository development and implementation. The ascilite research continues to explore emerging themes, issues and concerns regarding engagement of the Australian higher education sector with the Carrick Exchange initiative, identification of resources and methods of contribution, and …
Dimension Of The Teaching-Research Nexus At Southern Cross University, Meg O'Reilly, K Rendall, James Jackson, Roger Bronks
Dimension Of The Teaching-Research Nexus At Southern Cross University, Meg O'Reilly, K Rendall, James Jackson, Roger Bronks
Dr Meg O'Reilly
No abstract provided.
Ascilite Report 2 For The Carrick Exchange Project: Themes, Issues And Concerns Emerging Through Key Practitioner Interviews, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Ascilite Report 2 For The Carrick Exchange Project: Themes, Issues And Concerns Emerging Through Key Practitioner Interviews, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Dr Meg O'Reilly
This report is one of several data gathering processes implemented as part of Stage 2 of the ascilite research (January to September 2007). Full details of the ascilite project are provided in the ascilite/Carrick Exchange Proposal and Project Plan 2007. (See also reports by Phillips, Orrell and Millea (2007), and Lefoe, O'Reilly, Parrish, Bennett, Keppell and Gunn (2007)). For this segment of the research, ascilite conducted twenty-nine phone interviews with key practitioners drawn from Australian higher education, the Vocational Education and Training (VET) sector and a number of international projects. The data was analysed within a design-based research methodology. The …
Ascilite Report 4 For The Carrick Exchange Project: Final Report, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Ascilite Report 4 For The Carrick Exchange Project: Final Report, Robyn Philip, Dominique Parrish, Geraldine Lefoe, Meg O'Reilly
Dr Meg O'Reilly
No abstract provided.
Online Assessment, Meg O'Reilly
Online Assessment, Meg O'Reilly
Dr Meg O'Reilly
As networked computer technologies become more integrated into teaching and learning in higher education, questions of supporting online assessment are becoming of greater interest to both students and staff. Are the principles of assessment affected when such activities take place online? What are the advantages and challenges of assessment online? How can the technology help or hinder the underlying pedagogy? What training or professional development do students and staff need to be able to successfully engage with assessment online?
Technology For Assessing Open, Distance And Flexible Learners, Meg O'Reilly
Technology For Assessing Open, Distance And Flexible Learners, Meg O'Reilly
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 …
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Assessing Learners Through The Www, Meg O'Reilly, Karey Patterson
Dr Meg O'Reilly
This presentation discusses and demonstrates use of the WWW to enhance assessment and flexibility in learning contexts. Case studies from Australian Universities demonstrate emerging practices and reflections. Adopted changes to interaction and assessment illustrate the shift towards flexible learning through WWW technology. Discussion includes instructional design, staff development and media/technology issues.
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 …
The Carrick Exchange For Higher Education Design Factors For User Engagement, Meg O'Reilly, Geraldine Lefoe, Robyn Philip, Dominique Parrish
The Carrick Exchange For Higher Education Design Factors For User Engagement, Meg O'Reilly, Geraldine Lefoe, Robyn Philip, Dominique Parrish
Dr Meg O'Reilly
The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the Carrick Exchange. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This paper focuses on the data obtained and recommendations developed for engagement of potential end users. It reports a literature review and findings, including an international perspective on the Carrick Exchange, with specific focus on prospective user needs, contexts of use and policies necessary to facilitate engagement of the higher education sector with the Carrick Exchange.
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.
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton
Dr Meg O'Reilly
Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.
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.
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly
Dr Meg O'Reilly
The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment.
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Dr Meg O'Reilly
The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.
Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell
Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell
Dr Meg O'Reilly
This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set …
Community, Exchange And Diversity: The Carrick Exchange, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
Community, Exchange And Diversity: The Carrick Exchange, Robyn Philip, Geraldine Lefoe, Meg O'Reilly, Dominique Parrish
Dr Meg O'Reilly
The Carrick Exchange is a significant new online service that will provide communication and collaboration services, and learning and teaching resources across the Australian and international higher education sectors. The Carrick Exchange is sponsored by the Carrick Institute for Learning and Teaching in Higher Education. It is for those who teach, manage and lead learning and teaching in Australian higher education. The Carrick Exchange aims to provide access to quality learning materials and resources; information about new technologies and ideas that impact on teaching practice and student learning; opportunities for academic and support staff to network with others, comment on …
Sharing Quality Resources For Teaching And Learning: A Peer Review Model For The Altc Exchange In Australia, Geraldine Lefoe, Robyn Philip, Meg O'Reilly, Dominique Parrish
Sharing Quality Resources For Teaching And Learning: A Peer Review Model For The Altc Exchange In Australia, Geraldine Lefoe, Robyn Philip, 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 …
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 …
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Educational Design As Transdisciplinary Partnership: Supporting Assessment Design For Online, Meg O'Reilly
Dr Meg O'Reilly
The design of student assessment for the online context can be a disquieting experience without the support of colleagues and a group of peers from across a range of disciplines with whom to share ideas. This paper reports on interviews conducted with academic “peak performers” as well as some educational design practitioners about the current practices of designing for online assessment. A transdisciplinary approach to educational design is proposed for further exploration.
Designing For User Engagement: The Altc Exchange For Higher Education, Meg O'Reilly, Geraldine Lefoe, Robyn Philip, Dominique Parrish
Designing For User Engagement: The Altc Exchange For Higher Education, Meg O'Reilly, Geraldine Lefoe, Robyn Philip, Dominique Parrish
Dr Meg O'Reilly
The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the ALTC Exchange, a new online service for learning and teaching in Australia. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This article focuses on the data obtained and recommendations developed for engagement of potential end users. It reports a literature review and findings, including an international perspective on the ALTC Exchange, with specific focus on prospective user needs, contexts of use and policies necessary to facilitate engagement …