Copyright (c) 2009 All rights reserved. http://works.bepress.com/allan_ellis Recent documents in Allan Ellis en-us Thu, 22 Oct 2009 19:46:15 PDT 3600 http://works.bepress.com/allan_ellis/46 http://works.bepress.com/allan_ellis/46 Wed, 26 Aug 2009 16:42:54 PDT This study identified the factors that are important in the effective implementation of online learning in the mining industry in Queensland, Australia. Two sources of data and a Grounded Theory approach were used to develop a theoretical model that would inform managers, trainers and educators considering online learning implementation. The first source of data was key stakeholders in the Queensland mining industry, which had yet to implement online learning in any systematic way. The second source was literature case studies of other industries that had reported experiences of implementing online learning that were compared with the field case study. Six major factors were identified from this analysis as important for effective online learning implementation: external influences; organizational culture; organizational structures; training environment; learners' needs and the online learning environment. Implications for further research and the implementation of online learning in other industries are also discussed. Diane Newton http://works.bepress.com/allan_ellis/45 http://works.bepress.com/allan_ellis/45 Wed, 26 Aug 2009 16:42:53 PDT Notions of competency have dominated the computer education literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end-user computer education is presented that was derived from a three-year action research initiative with pre-service teachers. Renata Phelps http://works.bepress.com/allan_ellis/43 http://works.bepress.com/allan_ellis/43 Wed, 03 Jun 2009 03:24:28 PDT Since the early 1990's the convergence of telecommunications and computer technologies and their relative cost reduction, has created a range of opportunities for the development of new teaching and learning environments. These new educational environments can be linked to technological developments in the workplace and the home. While the latter environments are focused on business goals, entertainment and service provision, the hardware, software and infrastructure they require are largely compatible with that required for training and educational purposes. As Australia's newest regional university, Southern Cross has attempted to identify and conceptualise the opportunity to migrate from paper based print materials to telecommunications based interactive courseware as central to its mission as a regional provider of tertiary programs. At the same time, it is seeking to use these same technologies to regionalise, nationalise and internationalise its programs by offering opportunities for interstate and overseas students to study at Southern Cross without the need to physically visit the campus. The paper outlines the development of a Masters level unit in futures studies as an example of this new generation of courseware Allan Ellis http://works.bepress.com/allan_ellis/42 http://works.bepress.com/allan_ellis/42 Wed, 03 Jun 2009 03:24:27 PDT Allan Ellis http://works.bepress.com/allan_ellis/41 http://works.bepress.com/allan_ellis/41 Wed, 03 Jun 2009 03:24:25 PDT 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. Meg O'Reilly http://works.bepress.com/allan_ellis/40 http://works.bepress.com/allan_ellis/40 Wed, 03 Jun 2009 03:24:24 PDT Allan Ellis http://works.bepress.com/allan_ellis/39 http://works.bepress.com/allan_ellis/39 Wed, 03 Jun 2009 03:24:20 PDT 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, hardware and network technology. Since the traditional skills of most university staff don't fit them for these new demands, staff development has a critical role to play in the success of online teaching and learning within the university environment. To explore how this staff development need is being catered for, a Web-based survey was distributed to the Head of the Staff Development Unit or equivalent in each Australian university. 20 responses (48%) were received and analysed, and a follow up phone survey conducted of non-respondents. Staff development activities undertaken during 1997 and those planned for 1998 were reported by respondents from a range of metropolitan and regional universities. Results show that most training is delivered by traditional methods such as classroom presentations, demonstrations and half day tutorials while online methods of delivering training are less frequently used. The content of training courses covers a broad range of topics with the most popular being, pedagogical issues in online course design, Web page design, and course authoring systems. Staff undertaking training tended to be from a cross section of academic levels. Staff development activities of this nature are not exclusively provided by the Staff Development Unit but tend to be carried out by a range of internal and external providers. Phone interviews of nonrespondents further revealed aspects of organisational change. Allan Ellis http://works.bepress.com/allan_ellis/38 http://works.bepress.com/allan_ellis/38 Wed, 03 Jun 2009 03:24:15 PDT 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 proved to be a catalyst for staff to critically reflect on their practices and engage in transdisciplinary discussion. Where they are not hindered by postgraduate study in their discipline area, academic staff are likely to publish about their research into teaching. based on their critical reflection on practice. Meg O'Reilly http://works.bepress.com/allan_ellis/37 http://works.bepress.com/allan_ellis/37 Wed, 28 Jan 2009 14:02:08 PST Michelle Wallace http://works.bepress.com/allan_ellis/36 http://works.bepress.com/allan_ellis/36 Wed, 28 Jan 2009 14:02:02 PST Michelle Wallace