Keynote Papers

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  Diana Laurillard: Design tools for e-learning. 3-4
• 
  Peter Olaf Looms: Sailing into uncharted waters - the impact of new media use on education. 5-16
• 
  Thomas C. Reeves: Storm clouds on the digital education horizon. 17-26

Full Papers

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  Shirley Agostinho, Ron Oliver, Barry Harper, John G. Hedberg, Sandra Wills: A tool to evalutate the potential for an ict-based learning design to foster "high-quality learning". 29-38
• 
  Néstor E. Aguilera, George Fernandez, Gary Fitz-Gerald: Addressing different cognitive levels for on-line learning. 39-46
• 
  Shirley Alexander, Peter Kandlbinder, Elisabeth Howson, Lawrence Lukito, Andrew Francois, Simon Housego: Simassessment: enhancing academics' understanding of assessment through computer simulation. 47-55
• 
  Tom Boyle: Design principles for authoring dynamic, reusable learning objects. 57-64
• 
  Gwyn Brickell, Brian Ferry, Barry Harper: Developing informal reasoning skills in ill-structured environments. A case study into problem-solving strategies. 65-73
• 
  Joanna Bull, Grainne Conole, Hugh C. Davis, Su White, Myles Danson, Niall Sclater: Rethinking assessment through learning technologies. 75-86
• 
  Tony Clear: Genre structuring in a web-based groupware medium: the evolution of project progress report. 87-96
• 
  Gillian Collom, Alexis Dallas, Rod Jong, Regina Obexer: Six months in a leaky boat: framing the knowledge and skills needed to teach well online. 97-106
• 
  Grainne Conole, Ted Smith, Tom Franklin: A review of the technologies application programme - perspectives on teaching and learning. 107-117
• 
  Martyn Cooper, Alexis A. Donnelly, José M. M. Ferreira: Remote controlled experiments for teaching over the internet: a comparision of approaches developed in the pearl project. 119-128
• 
  Geoffrey Crisp: A model for the implementation and sustainability of a course management system in a research university. 129-138
• 
  Sarah Currier, Lorna M. Campbell: Evaluating learning resources for reusability: the "dner & learning objects" study. 139-148
• 
  Barney Dalgarno, John G. Hedberg, Barry Harper: The contribution of 3D environments to conceptual understanding. 149-158
• 
  James Dalziel: Reflections on the colis (collaborative online learning and information systems) demonstrator project and the "learning object lifecycle". 159-166
• 
  Cheryl B. DeLuca: Implementing compouter conferencing into a seminar course to facilitate discussions with pre-service and first year teachers. 167-175
• 
  Claire Donald, Mark Northover, Tony Koppi, Gill Matthews: An educational design plan for professional develpment about online learning and teaching: scarie! 177-184
• 
  Laurel Evelyn Dyson: Design for a culturally affirming indigenous computer literacy course. 185-194
• 
  Ainslie Ellis, Selby Markham, Janet Munro, Judy Sheard: Disseminating innovation and best practice in ICT education: the ICT-ed-database. 195-202
• 
  Francisco Escobar, Isaac Francés, Ian D. Bishop, Andre Zerger: Evaluating a multimedia-based tool for self-learning geographic information systems. 203-209
• 
  Jill Evans: The filter generic image dataset: a model for the creation of image-based learning & teaching resources. 211-220
• 
  Emma Felton, Peter Evans: Collaborative staff development across a diverse organisation. 221-230
• 
  Cathy Gunn, Ross McCormick, Michelle L. L. Honey: The cahllenge of change: introducing flexible learning into a traditional medical and health sciences faculty. 231-239
• 
  Steven Hatch: The online university: the students' perspective. 241-249
• 
  Igor Hawryszkiewycz: Designing learning activities from learning objects. 251-260
• 
  John G. Hedberg: Ensuring high quality thinking and scaffolding learning in an online world. 261-270
• 
  Lyn Henderson, Ian Putt, Geoff Coombs: Mental models of teaching and learning with the www. 271-277
• 
  Jan Herrington, Ron Oliver, Thomas C. Reeves: Patterns of engagement in authentic online learning environments. 279-286
• 
  Dale Holt, Mary Rice, Christine Armatas: Issues arising from an online resource-based learning approach in first year psychology. 287-297
• 
  Deborah Ingram, Anthony Gilding: Centralised decentralised professional development models: supporting the long term use of information and communication technology (ICT) in higher education. 299-308
• 
  Chris Jones: Situation, learning and design: contexts for educational use of computer networks. 309-318
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  Deborah Jones, Lyn Atkinson, Mary Toohey: A team-based approach to the production of online courseware (case study). 319-327
• 
  Jane Kemelfield: Professional development for flexible learning and teaching: a comparative analysis of LEARNSCOPE, 2001 - 2002. 329-338
• 
  David M. Kennedy: Visual mapping: a tool for design, development and communication in the development of IT-rich learning environments. 339-348
• 
  Mike Keppell, Karen Kan, Louise Brearley Messer, Heather Bione: Authentic learning interactions: myth or reality? 349-358
• 
  Catherine Lang, Sharmini Thurairasa, Graham Farrell: Implementing a computer training package to accomodate an increasingly computer literate cohort. 359-367
• 
  Geraldine Lefoe, Rebecca M. Albury: Creating new learning environments off campus in the faculty of arts: what impact ono teaching and learning on campus? 369-377
• 
  Jacqui Limberger, Heather Cameron: A voyage of discovery - developing an online learning program for cross-cultural awareness. 379-387
• 
  Kristina Love, Bradley Shrimpton: Can one size fit all? The case study of a cd rom in teacher education. 389-399
• 
  Joe Luca, Ron Oliver: Developing an instructional design strategy to support generic skills development. 401-411
• 
  Kathy Lynch, Andrew Barnden, Angela Carbone, Christabel Gonsalvez: Are we there yet? It graduates - bauhaus style. 413-419
• 
  Margaret Mazzolini, Sarah Maddison: Does gender influence discussion forum participation in online education? 421-430
• 
  Jacquie McDonald, Shirley Reushle: Charting the role of the online teacher in higher education: winds of change. 431-440
• 
  Catherine McLoughlin, Joe Luca: Keeping an anchor watch: industry partnership a basis for learning. 441-449
• 
  Carmel McNaught, Andrew Burd, Kevin Whithear, John Prescott, Glenn Browning: It takes more than metadata and stories of success: understanding barriers to reuse of computer-facilitated learning resources. 451-460
• 
  Maggie McPherson, Miguel Baptista Nunes, Lisa Harris: It is an inertia thing, no-one uses it, so no-one uses it: the failure of a virtual social space (vss) intended to create a learning community. 461-470
• 
  Mark A. Nichols: Development of a quality assurance system for e-learning projects. 471-475
• 
  Mark Northover: Online discussion boards - friend or foe? 477-484
• 
  Meg O'Reilly, Allan Ellis: In at the deep end -swapping roles through staff development online. 485-494
• 
  Peter K. Oriogun, Fiona French, Richard Haynes: Using the enhanced problem-based learning grid: three multimedia case studies. 495-504
• 
  Mary Peat, Sue Franklin: Use of online and offline formative and summative assessment opportunities: have they had any impact on student learning? 505-513
• 
  Renata Phelps, Allan Ellis: Overcoming computer anxiety through reflection on attribution. 515-524
• 
  Rob Phillips, Catherine Baudains, Mike van Keulen: An evaluation of student learning in a web-supported unit on plant diversity. 525-534
• 
  Catherine Pocknee, Diane Robbie: Surveyor: A case study of a web-based survey tool for academics. 535-543
• 
  Sarah Porter: How to manage the widespread use of learning technology: managed learning environments. 545-552
• 
  Tim S. Roberts: Flexible learning: how can we get there from here? 553-560
• 
  Angela Schlotzer, Alison Ruth: Reeling in D.E. students: equitable professional development for it students through CMC. 561-570
• 
  Kerry L. Shephard: Integrating national initiatives and local developments: streaming video to support nurse education in the UK. 571-580
• 
  Janet Shepherd, Jean Clendinning, Lynette Schaverien: Rethinking e-learning design on generative learning principles. 581-591
• 
  Willy Sher, Anthony Williams, Ron Sharkey: The implementation of a university-wide electronic reflective journal to facilitate the development of core skills. 593-601
• 
  Don Sheridan, David White, Lesley A. Gardner: Cecil: the first web-based LMS. 603-611
• 
  Rod Sims, Sue Franklin, Margaret Lindsay: Trends, fads, and futures: computers in learning in tertiary education, 1983-2002. 613-621
• 
  Rod Sims, Deborah Jones: Continuous improvement through shared understanding: reconceptualising instructional design for online learning. 623-632
• 
  Paul Smith, Emma Place, Kate Sharp, Simon Price: Technical architecture of the RDN virtual training suite: a national e-learning resource for the UK. 633-642
• 
  Lesley Treleaven: Drowning in information: evaluating web-mediated collaborative learning. 643-652
• 
  Steven D. Tripp: A path or a map? 653-660
• 
  Nghi Truong, Peter Bancroft, Paul Roe: ELP - a web envrionment for learning to program. 661-670
• 
  Jan Turbil: From face-to-face teaching to online distance education classes: some challenges and surprises. 671-680
• 
  Chris van der Craats, Jim McGovern, Linda Pannan: A five-level approach to the large-scale development and delivery of online programs. 681-690
• 
  Cristina Varsavsky, Wendy A. McKenzie, Geoff Romeo, Leonard Webster: Interlearn - A tool for collaborative learning. 691-700
• 
  Tony Visser, Jim Woolford: "Why swallow the silicon snake oil?" mainstreaming online learning in teacher education. 701-709
• 
  Debbi Weaver, Yvonne Button, Anthony Gilding: Implementation of a learning management system using an integrated approach to professional development. 711-720
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  Jeremy B. Williams: The plagiarism problem: are students entirely to blame? 721-730
• 
  Andy Williamson, Ruth DeSouza: Creating online discursive spaces that legitimate alternative ways of knowing. 731-739
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  Heather Yeatman, Lori Lockyer: Generic skills development: integrating ICT in professional preparation. 741-748
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  Peter Ziewer, Helmut Seidl: Transparent teleteaching. 749-758
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  C. P. Zuluaga, E. J. S. Morris, G. Fernandez: Cost-effective development and delivery of 100% online I. T. courses. 759-766

Concise Papers

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  Garry Allan, Kathleen Gray, Val Freda: Desktop IP videoconferencing as an effective tool for online delivery. 769-773
• 
  Andrelyn Aplebee, Coralie McCormack, Peter Donnan: When technology, teaching and evaluation intersect ethical dilemmas arise: student evaluation of online teaching. 775-778
• 
  Stewart Barnet, Mary Jane Mahony, Tim Shaw: Practices-based can make online perfect: studyage online. 779-782
• 
  Cori Barrett, Joe Luca: Open online assessment: keeping the tutors honest! 783-786
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  Gill Butland, Ros O'Leary, Julian Cook, Ellen Sims: Anoraks to the rescue. 787-790
• 
  Julian Cook, Nick Crabb: Genuine thinking or random button pressing? self-assessment design in computer-based learning materials. 791-794
• 
  Linda Creanor: Dialog on: online learning and social dialogue in the european trade union sector. 795-798
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  Geoffrey Crisp: Using java aplets to help make online assessment interactive. 799-802
• 
  H. Y. Dalgleish, B. R. P. Dawson: A secondment mechanism for enhancing the use of learning technology. 803-806
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  Kathleen Gray, Garry Allan: Using a database web survey to manage student feedback about courses: building a learning community around quality. 807-810
• 
  Anthony Herrington, Jan Herrington, Arshad Omari: Using the internet to provide authentic professional development for beginning teachers. 811-814
• 
  David Hirst, Jeanette Hoorn, Barbara Creed: Analysis of the moving image online using a web-based question system. 815-818
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  Simon Housego: Boundary crossing in a communicty of communities of practice. 819-822
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  Martin Jenkins, Susan Armitage: Implementing and supporting virtual learning environments (VLES). 823-826
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  Greta C. Kelly: A powerful virtual learning environment. 827-831
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  Joe Luca, Catherine McLoughlin: A question of balance: using self and peer assessment effectively in teamwork. 833-837
• 
  Penney McFarlane, Anne Fuller, Cam Le Lam: Fostering online learning communities through instructor networking. 839-842
• 
  Catherine McLoughlin, Nick Reid: Seachange: design of online quiz questions to foster deep learning. 843-846
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  James Meek, Lori Lockyer: Trying something different in training: tip. 847-850
• 
  Nora Mogey, Rachel Ellaway, Wilma Alexander: The cube and the advantages of assimilation. 851-856
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  John Montgomery: A judicious mix of technology and teachers: online teaching of critical thinking in legal education. 857-860
• 
  Nigel Munro-Smith: A tale of two cities: computer mediated teaching & learning in Melbourne and Singapore. 861-864
• 
  Ken Newman: Taking the community for a ride. 865-868
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  Karen Yeok-Hwa Ngeow: Teacher assessment of computer-mediated discussions. 869-872
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  Karen Ngeow, Karen Y. S. Kong: Designing culturally sensitive learning environments. 873-876
• 
  Mary Panko: Small group learning in online discussions: staying in your own backyard or peering over the garden fence? 877-880
• 
  Rosemary Phillimore: Navigating econtent. 881-884
• 
  Ellen Sims, Ros O'Leary, Julian Cook, Gill Butland: Visual literacy: what is it and do we need it to use learning technologies effectively? 885-888
• 
  Stephen Thorpe, Philip Carter, Andrea Baker, Blake Lough: The use of a large interactive display surface (lids) prototype in graphic design teaching. 889-892
• 
  Dominic Upton, Carol D. Cooper: Do students need, use, like and want an on-line health psychology course? 893-896
• 
  Andy Williamson, Carolyn Nodder: Using online learning to enable reflection upon authentic tasks. 897-900

Panels

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  Rachel A. Harris, Cliff Beevers, Rory Ewins, Jeff Haywood, Erica McAteer: Encouraging research into on-line learning and assessment. 903-908
• 
  Martin Oliver, Grainne Conole, John Cook, Andrew Ravenscroft, Sarah Currier: Multiple perspective and theoretical dialogue in learning technology. 909-917

Poster Abstracts

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  Stephen Bright: Evaluating online teaching: a portfolio approach. 921
• 
  Wendy Chalmers: Practical learning supports for lecturers and students new to WEBCT and online delivery. 922
• 
  Elizabeth Devonshire, Robyn Lowe, Maree Gosper: Piloting the use of ICTS in the school setting: lessons learned. 923
• 
  Ross Dewstow, Patrick Kunz, Peter Moodie, Joanna Tarnowska, Noeline Wright: The wiced® way. 924
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  Kay Fielden, Pam Malcolm: Widening the gap online: a case study. 925
• 
  Jeff Haywood, Rob Sands, Mark Wetton, Brian Denholm, Bryan MacGregor, Anne-Marie Scott, Bruce Johnson, Peter Pratt: Bringing it all together: the Edinburgh student portal. 926
• 
  Patrick James, Ian W. Roberts: "Full steam ahead": managing the learning environment of an Australiawide research training program in the earth and environmental sciences. 927
• 
  Theresa Kinnison: Ferl - a national resource for information learning technology. 928
• 
  Patrick Kunz: Support online teaching: bring pedagogical, technological and organisational aspects together. 929
• 
  James Meek: Our use of characters. 930
• 
  Mark A. Nichols: Management of e-learning budgets in New Zealand. 931
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  Christine Prasad: Storytelling in computer programming. 932
• 
  Miranda Rose, Elizabeth Devonshire: Embedding online reflection activities into curriculum: considerations in indigeneous health practice. 933
• 
  Susan Shannon, Ian Roberts: Triple bottom line for online learning investments. 934
• 
  Stephen Skelton: Towards an approximation of life - artificial intelligence in games development. 935
• 
  Carol Storey, Elizabeth Nicholson, Elaine Lawler: Strategies for retention and success of special group students utilising a technology approach. 936
• 
  Shona Wilson, Denise Dignam, Eleanor Hay: Addressing the digital divide between nursing practice and education using a personal digital assistant (PDA). 937

last updated on Sat May 25 04:45:31 2013 by the dblp team
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