LEARNING TECHNOLOGY RESEARCH FEST 2010

EVENT PROGRAM 4 November 2010

Timetable 9:30-10am Registration

Main building entrance

10-10:15am Research Fest Welcome Deans of the faculties & research group directors Lecture theatre 351

10:15-11:45am

Research Poster & Interactive Technology Showcase Two 45 min sessions Rooms 323 & 325

11:45 -12:15pm

Keynote Manu Kapur Learning Sciences Lab, National Institute of Education, Singapore

Lecture theatre 351

12:15-1pm Roundtable Session 1 Rooms 323, 436, 452, 458, 459

1-1:45pm Lunch & Awards (best poster awards, sandwiches, drinks) Room 325

1:45-2:30pm

Roundtable Session 2

Rooms 323, 436, 452, 458, 459

Research Poster Showcase The Poster showcase will be divided into two sessions, thus giving poster presenters the opportunity to browse other posters in alternate sessions.

Odd numbered posters will be attended in Session 1 and even numbers in Session 2.

Please vote for your favourite poster by writing its number on the voting sheet provided!

Session 1 1. Miriam Tanti (CoCo) - Applying slowness to ICT rich learning: A Vision for the ‘Long Now’

3. Belinda Allen (Learning & Teaching/School of Education, UNSW) - The creative graduate: creative curriculum and ICT in higher education

5 . Aditomo Anindito (CoCo) - Epistemology-in-pieces? A study of pre-service teachers’ views of science

7. Shamsul Arrieya Ariffin (HCTD, UTS) - MLearning: Local culture content in Malaysia

9 . Marie-Therese Barbaux (Arts eLearning, Sydney), Fran Waugh (Faculty of Education and Social Work, Sydney), Ruth Weeks (Sydney eLearning, Sydney), Suzanne Egan (Faculty of Education and Social Work, Sydney) and Sue Atkinson (Sydney eLearning, Sydney) - Collaborative blended learning design

11. Anna Bergsten and Maria Sunnerstam (Student Affairs, University of Gothenburg, Sweden) - How to overcome resistance and introduce a modern LMS at the University of Gothenburg

13. Andrew Clayphan (CHAI) - Core operating system elements for embedded interfaces

15 . Helen Drury, Peter O’Carroll (Learning Centre, Sydney), Greg Darke and Lynden Shields (School of IT, Sydney) - Developing students’ team work skills through online real-life scenarios

17. Laurel Evelyn Dyson, Andrew Litchfield and Jessica Frawley (School of Software, UTS) - Mobile supported fieldwork for Information Systems students

19 . Garry Hoban and Wendy Nielsen (Faculty of Education, UOW) - Learning science through creating multimodal animations: A case study of preservice primary teachers making a “Slowmation” (student-generated animation)

21. Md. Sazzad Hussain (LATTE) - Integration and evaluation of multimodal information for affect recognition in learning systems

23. Sunghwan Mac Kim (LATTE) - Sentiment analysis in student experiences of learning

25. Kashmira Dave (CoCo) - Computer-supported collaborative learning in higher education: Design approaches using patterns and pattern languages

27. Tara Murphy and James Curran (CHAI) - The online programming challenge site for IT education

29 . Choon Jin Ng (School of IT, Sydney) - A lecturer based online lecture delivery system

31. Sam Ozay (CoCo) - Academics’ conceptions of teaching and their views on the role of research in teaching at the undergraduate level: A phenomenographic study

33. Martin Parisio (CoCo) - University teachers' conceptions of learning through online discussion

35. Jason Sargent (CoCo) - Attainment of university-level education by refugees on the Thai-Burma border: The praxis of social capital, communities of practice and blended learning

37. Natalie Spence (CoCo) - Sensemaking and identity in a tertiary education social network site

39 . Moonyati Yatid (School of IT, Sydney) - Understanding the correlation between collaborators and tools in e-learning

Session 2 2. Payam Aghaei Pour (LATTE) - Software framework for building affect-aware applications

4. Omar Alzoubi (LATTE) - Detecting learners affect form physiological measures: Practical modeling issues

6 . Mark Aragon, Chen Chen, Xuefeng Chen, Haotian Guan, Eui Kim, Stephen Phan and Gayatri Singh (CHAI) - SMARTBoard application for interaction with dangerous Australian animals

8. David Ashe (CoCo) - Learning in and out of the classroom: The activation of productive mental resources

10 . Dror Ben-Naim (Adaptive eLearning Research Group, School of Computer Science and Engineering, UNSW) - The case for developing and embedding adaptive tutorials in HE curriculum

12. Elaine Blignaut, Sonya Corcoran, Robert Underdown, Ai Lin Nio, Tania Gerzina and Wendy Currie (Faculty of Dentistry, Sydney) - Dental students’ perception of an online objective structured clinical assessment

14. Roberto Martinez Maldonado (CHAI) - Mining the collaborative process at the tabletop

16 . Laurel Evelyn Dyson, Andrew Litchfield, Marijke Wright and Jessica Frawley (School of Software and UTS Careers Service, UTS) - Improving IT career awareness through student-generated vodcasts

18. Nani Handayani (CoCo)- Scripted online collaborative writing for enhancing group learning

20. SuChing (Silvia) Huang (CoCo) - Exploring the integration of a blended mode of F2F and online discussions for EFL learning

22. Shannon Kennedy-Clark (CoCo) - MUVEing carefully: teachers and pre-service teachers views on scenario-based multi-user virtual environments in science education

24. Ming Liu (LATTE) - Automatic question generation approach for supporting academic writing

26 . Reem Mohammed (CoCo) - Gender and virtual reality in Australian secondary science classes

28. Dewa Wardak (CoCo) - Research students’ conceptions of ICT-enhanced research

30. Maria Northcote, Daniel Reynaud, Peter Beamish and Tony Martin (Faculty of Arts/ Faculty of Education, Avondale College) - Online teacher presence: Walking the tightrope between pedagogical and technological concerns

32. Mark Parry (Learning and Teaching Centre, Macquarie) - Collaborating with researchers to develop video-based learning resources: Two case studies

34. Rosanne Quinnell (Sydney), Brynn Hibbert (UNSW), Jeremy G. Frey (Southampton), Neil Duffy (UNSW), Mauro Mocerino (Curtin), Matthew Todd (Sydney), Piyapong Niamsup (Chang Mai), Adrian Plummer (Sydney) and Andrew Milsted (Southampton) - Extending the science curriculum: teaching instrumental science at a distance in a global laboratory using a collaborative Electronic Laboratory Notebook

36 . Vilaythong Southavilay (CHAI) - Process mining to support student collaborative writing

38. Yahya Qenaey (CoCo) - The effects of integrating asynchronous online discussion and face-to-face instruction on reading comprehension

Interactive Technology Showcase As part of the poster sessions, the technology showcase will bring to life some of the emerging technologies being developed at CHAI, LATTE and CoCo. This session will be coordinated by Associate Professor Bob Kummerfeld.

Keynote Manu Kapur Learning Sciences Lab, Nationa l Institute of Education, Singapore Lecture theatre 351

Designing for productive failure Designing for productive failure involves designing conditions for learners to persist in solving complex problems without the provision of instructional structures initially. When designed well, this process affords learners opportunities to generate and explore a diversity of representations and methods for solving the problem although they are rarely able to solve the problem successfully. In spite of this seeming failure, persisting in the problem solving process is germane for learning provided an appropriate form of instructional structure subsequently follows. In my talk, I will describe how this can be achieved, and how designing for productive failure requires engaging students in a learning design that embodies four core, interdependent mechanisms: a) activation and differentiation of prior knowledge in relation to the targeted concepts, b) attention to critical conceptual features of the targeted concepts, c) explanation and elaboration of these features, and d) organization and assembly of the critical conceptual features into the targeted concepts. I will then instantiate these mechanisms embodied in the design principles by describing a series of laboratory and classroom-based experiments aimed at unpacking the productive failure effect. I will end my talk by deriving broader implications for theory and learning designs.

Roundtables Roundtables are held concurrently in two consecutive sessions, allowing you to attend one roundtable in each session.

Session 1 (12:15 – 1pm) Conceptions, motivation and affect, or approaches to understand ing the student experience - Room 452

Rafael A. Calvo (LATTE), Rob Ellis (Sydney eLearning, Sydney) and Peter Goodyear (CoCo) The term ‘experience’ has several meanings: according to the Oxford English

Dictionary, ‘knowledge or skills acquired’, an ‘event that leaves an impression’ and to ‘feel an emotion’. All of these have been used to understand students’ experiences of learning, often influenced by disciplinary backgrounds. This roundtable will explore the common ground in which researchers from different backgrounds study experiences of learning with technology. We will focus on various approaches that examine how students conceive and approach a learning task, as well as issues of motivation and affect, and the insights they offer.

Data-dr iven inqui ry into student learning - Room 458

Kalina Yacef and Irena Koprinska (CHAI) As learners increasingly interact with or through computer-based technology in their learning, a wealth of electronic data is collected about learning processes which can potentially be used to improve teaching and learning. This can have an important impact on Education practices, as never before such detailed, big scale analysis could be made. It could for example:

• give teachers and learners greater insights into the processes and stages of student learning as well as final products;

• give teachers tools to measure impact of their teaching strategies, or to monitor closely large classes;

• create the potential for new tools to support meta-cognitive processes such as reflection;

• help educational researchers to find new ways to do learning research, both at the macro level, and within the individual classroom.

This roundtable will open with a brief summary of case studies. It will then examine the potential for such data-driven inquiry into student learning and start identifying the types of educational questions or tasks that would need to be investigated, and the type of technological support that would be ideally required.

Metacognition and learning technolog ies: Research case stud ies - Room 459

Judy Kay (CHAI), Michael Jacobson (CoCo) and Sabina Kleitman (School of Psychology, Sydney) Metacognition, while having been defined in many ways, with differing emphases and labels, is generally considered to involve higher-order thinking related to knowledge about cognition and the regulation, monitoring, or control of cognitive and learning processes. Technology has the potential to play an important role both in helping to develop metacognitive skills and in supporting learners in metacognitive tasks. This roundtable will briefly present research perspectives on the role of technology for self-regulated learning strategies. Research by Kay’s group has focused on Open Learning Modelling (OLMs), an approach that exploits data about the learner to create an externalised representation that learners can use to more easily monitor their learning. Jacobson’s research team is exploring the types of self-regulated

learning strategies that are employed when students are engaged in “productive failure” (PF) learning activities in educational virtual worlds. Kleitman and colleagues examine the role of several metacognitive factors on real-life academic achievements in a tertiary senior level statistics course with innovative design features for on-line quizzes that allowed students to receive course-related metacognitive training. This recent study documents an important role that metacognitive factors play in a learning context. Overall, this session will foster discussions of research questions related to metacognitive processes associated with different types of learning technologies, and will aim to sketch a vision for how effective metacognitive strategies may be supported and how to deepen our understanding more generally of their role in learning.

The strengths, chal lenges, and affordances of multi -location networked del ivery - Room 436

Tina Bavaro, Wendy Nielsen and Barbara Butterfield (Faculty of Education, UOW) Multi-location delivery involves the same program taught at more than one location, employing a variety of delivery modes. The main challenge for regional universities are issues of “fragmentation, duplication, inconsistency and in- equitability” identified by Winchester and Sterk (2006, p. 164) during a review of Australian Universities Quality Agency (AUQA) audits. To meet the challenge of delivering a quality, integrated program the Graduate Diploma in Education was re-designed for multi-location delivery.

For the diploma, videoconference and interactive whiteboards are not new technologies. Yet, the innovation of these technologies has resulted in a new ways of thinking to enhance the learning experience and outcomes for regional students who often feel disconnected when studying from a distance (Moore, 1997; Knipe &Lee, 2002; Saw et al., 2008; Worthy, Arul & Brickell, 2008). The advancement arises when a shared digital canvas is created using a variety of networked tools, including interactive whiteboards, in conjunction with the videoconference for video and two-way audio communication, to provide two-way distance learning.

This roundtable will discuss the strengths, challenges and affordances of multi-location delivery, after a brief presentation of our own relevant experiences from two GDE subjects at the University of Wollongong during the 2010 school year.

On using interactive web based video for asynchronous teach ing & learning and educational research - Room 323

Wai Yat Wong, Donna O’Connor, Wayne Cotton and Vilma Fyfe (Faculty of Education & Social Work, Sydney)

Are you using any online video tools for teaching and learning? Do you share video for teaching and research? Do you use video for reflection? Do you capture and collaborate on video data for educational research? Would you like to mark,

annotate, codify, analyse, and share your online video? Please join us and share with us your experience, your plan, your pedagogy, your method, and your aspiration. We will also share with you what we have been doing with interactive online video at the Faculty of Education and Social Work, University of Sydney. This roundtable aims to share experience (tools, successes, pitfalls, ethics, approach/method, pedagogy, things to avoid, etc.) and to form a community of interest among participants in using online video technology in asynchronous teaching & learning, and educational research. The discussion may cover the following topics:

• Using web based video for reflection and microteaching • Using video “collaboratory” for educational research • Formative evaluation and authentic appraisal using video • Online video portfolio • Use of video in professional learning, professional experience, and other

domains • Peer supported online video based learning communities

Session 2 (1:45pm – 2:30pm) Develop ing communication and col laboration sk i l l s - Room 452

Peter Freebody (CoCo), Rafael Calvo (LATTE) and Helen Drury (Learning Centre, Sydney) Communication, especially written communication, is a critical part of professional practice and an indispensable graduate outcome for Engineers, Educators and all other professions. This roundtable will bring together perspectives on using new technologies and pedagogical approaches used to teach academic writing and collaboration skills in Schools and Universities.

Fai l f i rst and learn more? Imp l ications of productive fa i lure for the design of advanced learning technolog ies - Room 458

Michael J. Jacobson (CoCo) and Manu Kapur (Learning Sciences Lab, National Institute of Education, Singapore) In this roundtable, we consider recent research in the learning sciences that is exploring conditions in which learners persist, struggle, and even fail at tasks beyond their current abilities might result in short term failure but longer term success in learning. We argue that this innovative pedagogical perspective of “productive failure” has important implications for how students learn and, consequently, for how learning technologies should be designed and used. Two Australian Research Council funded projects will be briefly discussed that illustrate the pedagogical use of productive failure with advanced learning technologies. One project involves an intelligent agent augmented virtual world for learning about complex ecologies and

the second employs agent-based computational modeling and visualization tools for helping students learn scientific perspectives about complexity related to climate change. Implications for the design and use of learning technologies more generally will be discussed.

Student-generated mob i le learning - Room 459

Andrew Litchfield, Laurel E. Dyson (School of Software, UTS), Catherine Mcloughlin (Faculty of Education, ACU National) and Garry Hoban (Faculty of Education, UOW) The affordances of mobile devices for networked communication, multimedia literacy and ‘real world’ learning are rapidly facilitating changes in the way we think, create, learn, represent and convey knowledge. In this roundtable we discuss how mLearning can be very different from both the traditional lecture and eLearning. Using their mobile devices, students can be producers, not just consumers, of text, image, audio, video and multimedia. Now students can create their own knowledge, collaborate with peers and move into the world outside the university to learn in context. Student-generated mLearning strategies can improve student engagement and educational relevance. We present the pedagogies and outstanding learning outcomes achieved in our recent investigations in student-generated podcasts, vodcasts, screencasts and animations. The roundtable will discuss the issues that arise.

TPACK as a framework for teacher education - Room 436

Chun Hu (CoCo) and Vilma Fyfe (Faculty of Education & Social Work, Sydney) Since Mishra and Koehler (2006) articulated the concept of technological pedagogical content knowledge, also known as technology, pedagogy and content knowledge (TPACK), there has been an emerging body of literature reiterating the importance of TPACK. We will share our experience of using TPACK as a framework in ICT curriculum design and report preliminary findings of a formative evaluation investigating its impact on pre-service teachers’ TPACK. This roundtable will explore how the principle of TPACK may be used to guide pre-service ITC training.

Future classrooms and l i felong learning - personal d ig i ta l ecolog ies - Room 323

Judy Kay and Bob Kummerfeld (CHAI) We are seeing the emergence of a rich and diverse set of digital devices that should be able to support many new ways to support learning. The devices include: smart personal phones, specialised devices supporting access to media such as music, devices to sense and capture activity, e-book readers, tablets, laptops, desktops, or collaborative devices such as e-whiteboards and tabletops, with cloud and internet based integration of them. These appear to have the potential to support many new ways to learn, in formal and informal settings. This roundtable will explore some of the possibilities these offer for new visions of education and the challenges, such as effective assessment, empowering the classroom teacher and enabling new forms of learner control.

Acknowledgements Special thanks to Agnieszka Bachfischer, event manager of the fest, to our Best Poster Award judges: Kevin Bradburn from DET NSW, Prof Lynn Robinson from the University of Queensland, as well as A/Prof Janette Bobis and Prof Peter Freebody from the University of Sydney, and to our roundtable hosts.

This event was hosted jointly by CoCo, CHAI and LATTE Learning and technology... an irresistible combination.

CoCo – Centre for Research on Computer-supported Learning & Cognition CHAI – Computer Human Adapted Interaction LATTE – Learning & Affect Technologies Engineering

Website The information in this program, as well as abstracts for all of the posters presented at the fest, will remain available on the Learning Technology Research Fest 2010 webpage at the CoCo Research Centre website. sydney.edu.au/edsw/coco/news/research_fest/2010

Photography & video notice Who is that man with a camera? This year CoCo have hired a photographer for the Research Fest hoping to capture the enthused and engaged atmosphere here today.

The photographs and video will mainly be group and action shots. They will be used for a range of purposes, but principally for materials produced by CoCo to promote our courses, events and seminars. This may include magazines, brochures, leaflets, podcasts, websites and other electronic media. The photographs and video recording may be stored in the University of Sydney digital library. The University is unable to offer any compensation or fee for use of the photograph.

If you are not willing to be photographed, please inform the Research Fest staff desk at your first opportunity and request a “No Photo” form.