Campus-Wide Information Systems

Accommodating the newfound strategic importance of educational technologists within higher education: A critical literature review : Table of Contents

Simon Shurville, Tom Browne, Marian Whitaker — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – Educational technologists make significant contributions to the development, organisational embedding and service provision of technology-enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Design/methodology/approach – The arguments are evidence-driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings – The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitations/implications – University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originality/value – Given the strategic importance of educational technologists to information and communications technology-driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic-related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

The quantitative crunch: The impact of bibliometric research quality assessment exercises on academic development at small conferences : Table of Contents

Michael Henderson, Simon Shurville, Ken Fernstrom — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – Small and specialist inter-disciplinary conferences, particularly those relating to technology enhanced learning such as International Conference on Information and Communications Technology in Education, provide valuable opportunities for academics and academic-related/professional staff to report upon their research and development activities, including their insights into teaching practice. However, the existence of such conferences is now under threat due to a global shift towards quantitative research assessment exercises, which favour bibliometrics, such as citation counts and impact factors, over peer review. The purpose of this paper is to contextualise the discussion by describing the nascent qualitative research assessment in Australia and its implications for small conferences. It also aims to present heuristic strategies to ensure that publications are recognised by quantitative research assessment exercises. Design/methodology/approach – The authors draw on a wide literature base as well as their experience as academics, conference organizers, professional developers, and researchers to describe the changes to the culture of research assessment and research management and their observed implications for small and specialist inter-disciplinary conferences. Findings – Conference organizers and scientific committees should consider several strategies to maximise bibliometric impact of conference papers. These strategies include: transparency in reviewing processes; building alliances with peer-reviewed journals; considering boutique “by invitation” conference formats; and publishing papers which are indexed and standards based. The authors also point out that small and specialist conferences should leverage their communities of practice to facilitate publication and research opportunities and thereby increase the tangible benefits of participation. Originality/value – This paper is valuable to conference organizers and participants who are adjusting to a culture of bibliometrics. This paper highlights key issues as well as suggests strategies to improve impact values.

Assessing quality of critical thought in online discussion : Table of Contents

Lisa Weltzer-Ward, Beate Baltes, Laura Knight Lynn — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion. Design/methodology/approach – The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to previous research, and checked for reliability by comparing results for multiple coders. Findings – Although process, structure, and quality of online discussions are assessed independently, a standard framework integrating these aspects for comprehensive assessment of critical thinking in online discussions is not found in literature review. The critical TAF described here offers a reliable and valid tool for integrating process, structure, and quality to assess critical thinking in online discussions. Research/limitations/implications – The critical TAF serves as a methodological tool for assessing critical thinking in online discussion. Further research should further assess the validity and reliability of this tool and should integrate the framework with assessments for other aspects of discussion such as social or instructor presence. Practical implications – The implementation of the critical TAF in future studies will ultimately help identify online educational activities and tools which best support development and application of critical thinking skills. Furthermore, it might be used to assess critical thinking of individual participants or small groups in a discussion. Originality/value – The critical TAF described in this paper provides a valid and reliable tool for integrated assessment of the process, structure, and quality of critical thinking in online discussions.

Open, connected, social – implications for educational design : Table of Contents

Alec Couros — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to describe the design and implementation of an open access, graduate education course where openness, connectivism, and social learning are guiding principles. The described experience aims to offer insight into developing courses that respond to changes in the manner in which individuals learn, connect, and form knowledge. Design/methodology/approach – The course implements Web 2.0 and open source software within the learning environment. Pedagogical processes are also congruent with philosophies inherent in the open source movement, especially group collaboration and transparency. Findings – The facilitation of this course is complex and would likely be difficult for many instructors. However, student satisfaction is high and long-term, social learning benefits are perceived to be positive. Originality/value – This course is one of the first of its kind, and one that inspired other explorations into open teaching/pedagogical course formats.

Extraneous information and graph comprehension: Implications for effective design choices : Table of Contents

Brandie M. Stewart, Jessica M. Cipolla, Lisa A. Best — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to examine if university students could accurately extract information from graphs presented in 2D or 3D formats with different colour hue variations or solid black and white. Design/methodology/approach – Participants are presented with 2D and 3D bar and pie charts in a PowerPoint presentation and are asked to extract specific information from the displays. A three (question difficulty) ×?two (graph type) ×?two (dimension) ×?two (colour) repeated measures ANOVA is conducted for both accuracy and reaction time. Findings – Overall, 2D graphs led to better comprehension, particularly when complex information was presented. Accuracy was similar for colour and black and white graphs. Practical implications – These results suggest that 2D graphs are preferable to 3D graphs, particularly when the task requires that the reader extract complex information. Originality/value – For the past several decades, diagrams have been valuable additions to textual explanations in textbooks and in the classroom to teach various concepts. With an increase in technological advancements, many authors add extraneous features to their graphs to make them more aesthetically pleasing. This paper has shown, however, that 3D rendering may negatively affect graph comprehension.

Using Web 2.0 to decolonise transcultural learning zones in higher education : Table of Contents

Henk Eijkman — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to explain, in the context of the massification and internationalisation of higher education, how Web 2.0 and its socially oriented knowledge system (episteme) has the potential to counter the current neo-colonial disprivileging of non-mainstream knowledge systems and discourses. Design/methodology/approach – The paper, drawing on postcolonial, epistemological, and Web 2.0 learning literatures, first deconstructs the continued dominance of the traditional academic discourse in transcultural settings. It then illustrates how Web 2.0's non-foundational approach to the nature of knowledge gives it the capacity to construct postcolonial transcultural learning zones that are inherently open to other knowledge systems and discourses. Findings – The paper concludes that the socially oriented knowledge system or episteme of Web 2.0 enables educators to create postcolonial, meaning more epistemically inclusive, transcultural learning zones in which no one knowledge system or discourse is automatically privileged. Practical implications – The paper highlights the role Web 2.0 can play in negating the colonialising impact of dominant educational practices that disprivilege non mainstream knowledge systems and discourses that have entered university learning environments through massification and internationalisation. Originality/value – The paper addresses a significant gap in the literature by highlighting the pivotal but much neglected role of epistemology in Web 2.0 as well as in the internationalisation and massification of higher education. More specifically, it indicates how the respectful acceptance of different knowledge systems and discourses can create postcolonial architectures of learning and promote a more egalitarian form of cosmopolitanism.

Using learning styles to personalize online learning : Table of Contents

Maria Zajac — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to present the results of research aimed at collecting the data necessary for preparing personalised content of e-learning courses. Its aim is to show how the information describing individual learning styles can be linked to the rules of creating tailored online courses. Design/methodology/approach – The paper gives a brief explanation of how personalization is understood for the purpose of research carried out by the author and what are the psychological backgrounds of the applied approach. It presents also a KS-TIW questionnaire, based on Howard Gardner's multiple intelligence theory. Findings – As it is not possible to define infinite number of different course models corresponding to every single learner a concept of defining several learner profiles which would represent various types of learning preferences is described. Practical implications – The final part of the paper shows how the data concerning one's learning preferences can be transferred into particular type of learning content with special emphasis on a form of learning content delivery and type of activities planned for individual learner. Originality/value – This research goes one step further than typical approach to personalization in e-learning, which is usually understood either by freedom of choosing the time and the place of learning or by adapting the layout of virtual learning environment (VLE) to one's individual needs. Quite rarely the solutions offered in VLE's enable the learner to choose among the forms and methods the learning content is delivered.

Talking online: reflecting on online communication tools : Table of Contents

Susan Greener — Sun Jun 21 14:15:05 BST 2009

Abstract:
Purpose – The purpose of this paper is to reflect on the value and constraints of varied online communication tools from web 2.0 to e-mail in a higher education (HE) teaching and learning context, where these tools are used to support or be the main focus of learning. Design/methodology/approach – A structured reflection is produced with the aid of Bolman and Deal's framing approach enabling four perspectives of this teaching and learning experience to be considered. Findings – Structural, interpersonal, political and symbolic issues are identified which currently favour the use of learning content management systems for course communication tools. Some of the blocks and barriers to the use of web 2.0 freedoms to publish, collaborate and communicate are identified and offered for debate. Research limitations/implications – This is a short paper designed to share reflective insights from HE teaching and learning experience in order to stimulate further research and debate on online communication tools for learning but to maintain a perspective grounded in current practice. Practical implications – This structured reflective process provides a practical vehicle for developing reflection on educational and organisational practice. Further, the paper suggests factors affecting choices between communication tools in learning design. Originality/value – This paper offers a practitioner perspective which tries to bridge the divide between web 2.0 excitement and HE teaching reality.