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ICT: Providing choices for learners and learning
Proceedings ascilite Singapore 2007

Table of contents

Welcome and Editorial
Program Booklet PDFs:Committees    Program and Keynotes    Abstracts and posters
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ascilite 2007 website

Anne AbrahamStudent centred teaching of accounting to engineering students: Comparing blended learning with traditional approaches1-9
Rozz J Albon and Tony JewelsThe impact of audience response systems in a multicultural Asian context10-19
Susan Atkins, Gayl O'Connor and Leanne RoweDifferentiating the curriculum: A lot of effort for little gain20-25
Simon Atkinson and Kevin BurdenVirtuality, veracity and values: Exploring between virtual and real worlds using the 3V model26-31
Harmi Izzuan Bin Baharum, Alexei Tretiakov and KinshukTeaching business English to adult Malay learners: the potential of agent technology32-37
Karen Baskett, Gosia Mendrela and Meg StuartRedesigning a more learner centred prescribing curriculum for medical students (Poster)38-40
Kanishka Bedi and Helen LangeThe impact of faculty interaction on the learning experience and outcomes of online learners41-50
Sue Bennett, Shirley Agostinho, Lori Lockyer, Lisa Kosta, Jennifer Jones, Rob Koper and Barry HarperLearning designs: Bridging the gap between theory and practice51-60
Robyn Benson and Gayani SamarawickremaTeaching in context: Some implications for e-learning design61-70
Stephen BrightE-teachers at work: Exploring a process for reviewing e-teaching for ongoing professional learning71-74
Mark Brown, Bill Anderson and Fiona MurrayE-learning policy issues: Global trends, themes and tensions75-81
Mark Brown, Bill Anderson, Mary Simpson and Gordon SuddabyShowcasing Mahara: A new open source eportfolio (Poster)82-84
Edwin Bundy and Roderick SimsCommonalities in an uncommon profession: Bomb disposal85-95
Kevin Burden and Simon AtkinsonJumping on the YouTube bandwagon? Using digital video clips to develop personalised learning strategies (Poster)96-98
Matthew Butler and Michael MorganLearning challenges faced by novice programming students studying high level and low feedback concepts99-107
Leanne CameronDocumenting learning environments and experiences108-117
Mónica S. Cárdenas-Claros and Paul A. GrubaHelp options in computer based listening activities: Learning scaffolds or barriers?118-122
Tom CareyFrom repositories supported by communities to communities supported by repositories: Issues and lessons learned123-128
Allan Carrington and Ian GreenJust in time teaching revisited: Using e-assessment and rapid e-learning to empower face to face teaching (Poster)129-131
Anthony Chan and Catherine McLoughlinChoice, communication and learner autonomy: The development of social competence skills using podcasting technologies (Poster)132-134
Shanton ChangAcademic perceptions of the use of Lectopia: A University of Melbourne example135-144
Juliana ChauA developer's challenges on an e-portfolio journey145-148
Chen Chwen JenFormative research on the instructional design process of virtual reality based learning environments149-156
John ClaytonEducational levels of Internet use (Poster)157-158
John ClaytonThe validation of the online learning environment survey159-167
Barney Dalgarno, Anthony Chan, Peter Adams, Phil Roy and Daryl MillerOn campus and distance student attitudes towards paperless assessment and feedback168-178
Ann Davenport and Judi BaronMeeting the 21st century challenge: The situational learning initiative at the University of Adelaide179-183
Kristin DemetriousPlaying a critical role: Experiential learning resources and analytical media studies in higher education184-192
Liping Deng and Allan H.K. YuenExploring the role of weblogs in supporting learning communities: An integrative approach193-202
Elizabeth DevonshirePeer review: A process of EnRoLE(ing) as a reuser203-206
Robert Dixon, Kathryn Dixon and Lou SiragusaIndividuals' perceptions of online environments: What adult learners are telling us207-218
Iain Doherty, Adam Blake and Pauline CooperDeveloping ICT and e-learning capacity in a medical and health sciences faculty (Poster) 219-222
Jennifer Duncan-Howell and Kar-Tin LeeM-learning: Finding a place for mobile technologies within tertiary educational settings223-232
Irina ElgortUsing wikis as a learning tool in higher education233-238
Kristine Elliott and Kevin SweeneyQuantifying the reuse of learning objects239-243
Richard Elliott and John ClaytonE-learning activity in New Zealand industry training organisations: Perceived benefits and barriers244-248
Richard Elliott and John ClaytonE-learning for New Zealand industry training organisations: Analysis of benefits and barriers (Poster)249-250
Ken Eustace, Clinton Mason and Mitchell SwanScupper's Island: Using game design and role play to learn about professional ethics (Poster)251-255
Linda Fang Mei LingConversations with independent young adult online language learners (Poster)256-258
Alan Farley, Dale Holt and Siew Mee BartonFraming the role of technologies in the recognition and development of staff capacities to enhance learning in higher education (Poster)259-261
Brett Farmer and Audrey Yue and Claire BrooksUsing blogging for higher order learning in large-cohort university teaching: A case study262-270
Jan Fermelis, Richard Tucker and Stuart PalmerOnline self and peer assessment in large, multi-campus, multi-cohort contexts271-281
Brian Ferry and Lisa Kervin, Lisa Carrington and Kay PrcevichThe need for choice and control: Preparing the digital generation to be teachers282-289
Julie Fleming and Karen BeckerThe roles we play in ICT-based learning design: Do academics have it all?290-299
Wrennah L. Gabbert and Roderick SimsTeacher-student interactions in online nursing education300-308
Victor Galea, Terry Stewart and Caroline H SteelChallenge FRAP: An e-learning tool used to scaffold authentic problem-solving processes309-320
Stuart GarnerA program design tool to help novices learn programming321-324
Stavroula Gkatzidou and Elaine PearsonVodcasting: A case study in adaptability to meet learners' needs and preferences325-332
Carlos GonzalezVariation in lecturers' experiences of teaching undergraduate on campus courses using the web333-338
Peter Goodyear and Robert EllisStudents' interpretations of learning tasks: Implications for educational design339-346
Paul GrubaDecoding visual elements in digitised foreign newscasts347-356
Evelyn Gullett and Kanishka BediWiki: A new paradigm for online training and development of faculty357-360
Cathy GunnE-scholarship: A model to lead strategic change361-369
Ma Teodora E. Gutierrez and Aura C. MatiasOnline learners' interactions and characteristics affecting satisfaction and academic performance: A Phillipines case study (Poster)370-372
Pauline Hagel and Robin ShawChoosing ICT? A segmentation analysis of students' preferences for hybrid study mode373-376
Andrea Hall and Michael RobinsonScaffolding support in an ecology course using a sociocultural learning design377-380
Mandy Harper and Judy BrittainDiversity in large classes: The challenge of providing self directed formative learning381-382
Neil Harris and Maria SandorDeveloping online discussion forums as student centred peer e-learning environments383-387
Dale Holt and Stuart PalmerStaff exercising 'choice'; students' exercising 'choice': Wholly online learning at an Australian university388-397
Hong Kian Sam, Tan Kock Wah and Lai Kim LeongPre-service teachers' perceptions of an online mathematical problem-solving course: A constructivist approach398-409
Chun Hu"Here are my best online contributions and why": Students' perceptions of good online participation410-418
Alistair InglisApproaches taken by Australian universities to documenting institutional e-learning strategies419-427
Jun Iwata and John ClaytonUsing a perceptual measure to evaluate the use of video objects in English language learning (Poster)428-429
Azilawati Jamaludin, Ho Mei Lin Caroline and Chee Yam SanThe impact of structured argumentation and enactive role play on students' argumentative writing skills430-439
Martin Jenkins and Jo LonsdaleEvaluating the effectiveness of digital storytelling for student reflection440-444
Chris JonesUsing a digital repository for managing digital rights and copyright information (Poster)445-449
David Jones and Nona MuldoonThe teleological reason why ICTs limit choice for university learners and learning450-459
Peter JonesWhen a wiki is the way: Exploring the use of a wiki in a constructively aligned learning design460-467
Sandra JonesAdding value to online role plays: Virtual situated learning environments468-477
Terry Judd and Gregor KennedyImproving access to and use of digital resources in a self directed learning context478-482
Tass Katsoulidis, Andrew Buntine and Lyn AtkinsonSupporting academic staff in new learning contexts (Poster)483-484
Alanah Kazlauskas and Ann ApplebeeICT supported scaffolding of generic skills acquisition by first year students: A collaborative approach (Poster)485-489
Matthew Kearney and Kirsty YoungPre-service teachers' perceptions of LAMS as a teaching tool490-499
Benjamin KehrwaldSupportive social networks: Community-based learner support in online learning (Poster)500-501
Benjamin KehrwaldThe ties that bind: Social presence, relations and productive collaboration in online learning environments502-511
Kevin KempinThe e-Winter school: Helping students to better learning512-516
Gregor Kennedy, Rosemary Chang, Anna Churchward, Kathleen Gray, Terry Judd, Jenny Waycott, Barney Dalgarno, Susan Bennett, Karl Maton, Kerri-Lee Krause and Andrea BishopThe net generation are not big users of Web 2.0 technologies: Preliminary findings517-525
Khairiltitov M. ZainuddinA constructivist perspective of knowledge management theory: A KM solution to online teachers professional development (Poster)526-527
Christine KilhamBlogs demystified: How autism practitioners responded to scaffolded online learning528-532
Sarah LambertReviewing the progress of a campus-wide e-portfolio rollout (Poster)533-535
Sarah LambertMapping the terrain of role based learning: Building on lessons learnt from collaborative learning research (Poster)536-539
Sarah Lambert and David MacdonaldReuse of a role play for new university teachers540-543
Chien-Ching LeeGraphic organisers as scaffolding for students' revision in the pre-writing stage544-553
Chwee Beng Lee, Timothy Teo, Chai Ching Sing, Doris Choy, Jimmy Seah and Ashley TanClosing the gap: Pre-service teachers' perceptions of an ICT based, student centred learning curriculum554-562
Lee Yik Sheng and Loi Yaw YuenPartnership in design: Designing learning activity collaboratively (Poster)563-564
Elyssebeth Leigh, Wendy Meyers and Elizabeth RosserLearning design discussions: A conversation tool565-569
Tim Lever, Mary Jane Mahony and Helen WozniakGetReal: building and managing essential academic learning from the academic periphery570-577
Magdeleine D.N. Lew and Henk G. SchmidtOnline reflection journals: Learning through assessment578-582
Jet Lim Kim Seng and E.M. Nalaka S. EdirisingheTeaching computer science using Second Life as a learning environment583-586
Andrew Litchfield, Laurel Evelyn Dyson and Elaine Lawrence and Agnieszka ZmijewskaDirections for m-learning research to enhance active learning587-596
Loi Yaw Yuen and Lee Yik ShengPractitioner's task design considerations and choices for blended-mode large language classes597-602
Angela Ma Kit Fong, John Mitchell O'Toole and Mike KeppellThe attitudes of teacher educators to the use of problem based learning: The video triggers approach603-610
Dorit MaorThe cognitive and social processes of university students' online learning611-623
Anoush Margaryan and Allison LittlejohnCommunities at cross-purposes: Contradictions in the views of stakeholders of learning object repository systems624-635
Stephen Marshall, Geoff Mitchell and Stephanie BeamesBenchmarking for quality improvement: The e-learning maturity model (Poster)636-638
Iain McAlpine and Belinda AllenDesigning for active learning online with learning design templates639-651
Joshua McCarthyDigital design and student learning through video conference collaboration652-655
Joanne W. McClureA blended approach in a graduate teaching assistants' pre-service course to promote self confidence656-661
Anne McDermott and Neil WittA multi functional regional digital repository for teaching higher education in further education colleges (Poster)662-663
Catherine McLoughlin and Mark J.W. LeeSocial software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era664-675
Mark McMahon and Joe LucaExplorations in metacognition: The design, development, and implementation of an online teamwork tracking environment676-685
Miles Menegon and James CartledgeOlly! (OnLine Learning for You!): Browser based instant messaging for online learning (Poster)686-688
Wendy Meyers and Dianne SalterE-teaching professional development: Designing a sustainable program for multi location teachers (Poster)689-691
Chris Mills and Barney DalgarnoA conceptual model for game based intelligent tutoring systems692-702
Alemayehu MollaFacilitating student interaction in a group project: Experience with the use of Blackboard703-709
Marylou Molphy, Catherine Pocknee and Terry YoungOnline communities of practice: Are they principled and how do they work?710-716
Michael Morgan, Matthew Butler and Mark PowerEvaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii717-726
Raoul A. Mulder and Jon M. PearcePRAZE: Innovating teaching through online peer review727-736
Judy Nagy and Jacquelin McDonaldNew models for learning flexibility: Negotiated choices for both academics and students737-746
Padma Nathan and Anthony ChanEngaging undergraduates with podcasting in a business subject747-751
Tse-Kian Neo, Mai Neo and Belinda S.P. TeohDesigning a CD based learning environment for a multimedia animation course: A Malaysian experience752-760
Ben Northcott, Iwona Miliszewska and Eva DakichICT for (I)nspiring (C)reative (T)hinking761-768
Michael O'Donoghue, Jessica Hollis and Alan HoskinLecture recording: Help or hinder in developing a stimulating learning environment? (Poster)769-770
Michael O'Donoghue and Billy O'SteenClicking on or off? Lecturers' rationale for using student response systems771-779
Alan Ogilvie and Kathy DouglasOnline role plays and the virtual placement: Aiding reflection in work integrated learning780-785
Duncan O'Hara and Mark BrownSwitching them on and keeping them on: Online professional development for university teachers (Poster)786-787
Ron OliverUsing mobile technologies to support learning in large on campus university classes788-798
Ian Olney and Geraldine LefoeIntroducing mobile technologies: Preparatory staff development issues799-803
Billy O'Steen, David Ripley Lim Doo and Betsy Arrington-TsaoSimilarities and differences in North American and New Zealand tertiary instructors' perceptions of effective e-learning methodologies804-812
Stuart Palmer and Dale HoltMoving a unit online: A quantitative evaluation of student responses813-821
Trevor Peacock, Geoff Fellows and Ken EustaceThe quality and trust of wiki content in a learning community822-832
Elaine Pearson and Chris BaileyEvaluating the potential of the Nintendo Wii to support disabled students in education (Poster)833-836
Russ PennellSharing teaching resources (Poster)837-838
Alisa Percy, Venkata Yanamandram, Sandra HumphreyUsing evidence and avoiding plagiarism eLearning module: Scaffolding academic integrity839-843
Robyn Philip, Geraldine Lefoe, Meg O'Reilly and Dominique ParrishCommunity, exchange and diversity: The Carrick Exchange844-853
Rob Phillips, Maree Gosper, Margot McNeill, Karen Woo, Greg Preston, and David GreenStaff and student perspectives on web based lecture technologies: Insights into the great divide854-864
Romana Pospisil, Rebekah Aspinall, Gillian Matthews and Carole ReidEngaging students with ICT choices at Edith Cowan University (Poster)865-867
Robert K. Pucher, Harald Wahl and Friedrich SchmöllebeckIntegrating undergraduate project based learning in computer science with COAST: A research network (Poster)868-869
Kevin Pyatt and Roderick SimsLearner performance and attitudes in traditional versus simulated laboratory experiences870-879
Quek Choon LangWhat is happening in my first year pre-service teachers' online learning environment?880-883
Richard Raban and Andrew LitchfieldSelf and peer assessment in groupwork using TeCTra (Poster)884-886
Peter Reimann, Kate Thompson and Miriam WeinelCollaborative learning by modelling: Observations in an online setting887-897
Alan G. RobertsBeyond a participation focus898-903
Gayani SamarawickremaPiloting social networking and Web 2.0 software at Deakin University904-908
Katherine Sanders, Julie Hill, Jan Meyer, Georgina Fyfe, Sue Fyfe, Mel Ziman and Nicole KoehlerGender and engagement in automated online test feedback in first year human biology (Poster)909-912
Stefan Schutt, James Cartledge, John Martino, Justin Schmidt and Miles MenegonAvatar and Olly: Discovering the impact of ICTs on youth social engagement913-917
Yun-Ju Shao, Linda Daley and Laurene VaughanExploring Web 2.0 for virtual design studio teaching918-922
Don Sheridan and Stephen WitherdenVisualising and inferring LMS discussions1134-1139
Lou Siragusa, Kathryn C. Dixon and Robert DixonDesigning quality e-learning environments in higher education923-935
Soo Teong Beng and Liew Seng SehAchieving incremental successes in courseware development through prototyping936-941
Caroline H. SteelWhat do university students expect from teachers using an LMS?942-950
Sarah Stewart and Catherine McLoughlinDesign features of an e-mentoring system for the health professions: Choosing to learn in partnership951-961
Terry M. StewartTools and techniques for scenario based e-learning for New Zealand tertiary students: Prototype to adoption962-972
Katrina Strampel and Ron OliverUsing technology to foster reflection in higher education973-982
Tai, Gillian Xiao-Lian and Yuen, May ChanAuthentic assessment strategies in problem based learning983-993
Jennifer Tan, Kar-Tin Lee and Jennifer Duncan-HowellLearning from research: Digitalising learning in tertiary settings (Poster)994-996
Santhakumari Thanasingam and Swee Kit Alan SoongThe spring cycle blended curriculum model for teaching paragraph writing (Poster)997-1001
Santhakumari Thanasingam and Swee Kit Alan SoongInteraction patterns and knowledge construction using synchronous discussion forums and video to develop oral skills1002-1008
Yin-Leng Theng, Dian Saputra, Schubert Foo Shou-Boon, Wei Boon Gan, Jaganathan Raghavan and Pattabiraman DeviReLOAMS: Towards a community-authored reusable learning objects management system1009-1018
Linda ThompsonPodcasting: The ultimate learning experience and authentic assessment (Poster)1019-1023
Rosemary Thomson and Gail WilsonPromoting staff learning about assessment through digital representations of practice: Evaluating a pilot project1024-1028
Alexei Tretiakov, Roland Kaschek and Eyas El-QawasmehUsing blogs as design primitives in implementing collaborative e-learning systems1029-1035
Jocene Vallack and Ian CharlesonE-roleplay for inquiry into transnational education (Poster)1036-1040
Julie van den Eynde, Peter A. Newcombe and Caroline H. SteelResponding to learners' need for choice: Flexible learning modes for creating an e-learning community1041-1044
Peter Vitartas, Nicola Jayne, Allan Ellis and Stephen RoweStudent adoption of web based video conferencing software: A comparison of three student discipline groups1045-1052
Robert Whelan and Dhiraj BhartuFactors in the deployment of a learning management system at the University of the South Pacific1053-1062
Nicola WhittonMotivation and computer game based learning1063-1067
Julie WillemsDoes style matter? Considering the impact of learning styles in e-learning (Poster)1068-1069
Julie WillemsWhen words fail: A case for multimodality in e-learning1070-1078
Jeremy B. Williams and Amy WongClosed book, invigilated exams versus open book, open web exams: An empirical analysis1079-1083
Jocasta Williams and Michael FardonPerpetual connectivity: Lecture recordings and portable media players1084-1092
Sandra Wills, Elizabeth Devonshire, Elyssebeth Leigh, Elizabeth Rosser, John Shepherd and Andrew VincentEncouraging role based online learning environments (Symposium and Poster)1093-1098
Neil Witt, Anne McDermott, Mike Peters and Mark StoneA knowledge management approach to developing communities of practice amongst university and college staff1099-1103
Helen Wozniak, Mary Jane Mahony, Jenny Pizzica and Marianna KouliasHow do students 'get learning'? Unexpectedly diverse pathways in an activity based, online orientation site1104-1108
Elaine H. J. Yew and Henk G. SchmidtProcess study of verbal interactions in problem based learning1109-1113
Jon Yorke, Alistair Teague & Oliver GoreWidening the net: Encouraging engagement with self directed e-learning resources1114-1120
Frank R. Young and Peter GibbingsLearning flexibility: The environment and a case study1121-1133

Please cite as: Atkinson, R.J., McBeath, C., Soong, S. K. A. & Cheers, C. (Eds) (2007). ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. Centre for Educational Development, Nanyang Technological University, Singapore, 2-5 December.

The Proceedings is available also in CD format, ISBN 978-981-05-9578-4, published by the Centre for Educational Development, Nanyang Technological University, Nanyang Avenue, Singapore 639798. The CD version is identical to the version on this website, except that errata, if any, notified post-Conference to the Editors will recorded only on this website, at the ends of individual articles, and not in the CD. For errata notifications, please email Although a printed version of the Proceedings has not been produced, we have provided pagination for each article, in order to facilitate citations and quotations.

In addition to the online and CD versions of the Proceedings, the Conference produced ICT: Providing choices for learners and learning. Program Booklet ascilite Singapore 2007, ISBN 978-981-05-9579-1, published by the Centre for Educational Development, Nanyang Technological University, Nanyang Avenue, Singapore 639798. Its content is available from the links below.

The Proceedings are © Copyright ascilite, Centre for Educational Development, and individual authors as noted at the end of each article.

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ascilite 2007 © 2007 Centre for Educational Development • Nanyang Technological University