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CDDU Publications

2008

Nona Muldoon, David Jones, Jenny Kofoed, Colin Beer, Bringing 'second life' to a tough undergraduate course: Cognitive apprenticeship through machinimas

This paper discusses a novel use of Second Life to produce a series of ‘Machinimas’ to support a cognitive apprenticeship model of learning in accounting education. In this paper, the notion of ‘second life’ has dual meaning: first, it is about curriculum renewal; and second, it pertains to the widely talked about social software. The paper describes both meanings of 'second life' in this context, shows how when combined they have resulted in a significant increase in the quality of student learning outcomes and argues that technology only becomes transformational when it is used to enable alignment across all curriculum elements.

David Jones, The Ps Framework: Mapping the landscape for the PLEs@CQUni project submitted to ASCILITE'2008

This paper aims to introduce the Ps Framework as an aid to sense-making around the application of educational technology within higher education. The Ps Framework is illustrated using the PLEs@CQUni project

David Jones, Nona Muldoon, Personal Learning Environments: How can we harness ICTs to effectively support lifelong learning?, Symposium to be run as part of Lifelong Learning Conference 2008, 16-19 June 2008

Nona Muldoon, Self-direction and lifelong learning in the information age: Can PLEs help?, to appear in the Proceedings of the LifeLong Learning Conference 2008

David Jones, PLEs: Framing one future for lifelong learning, e-learning and universities, to appear in the Proceedings of the LifeLong Learning Conference 2008 One of three best papers for the Lifelong Learning Conference

Colin Beer, David Jones, Learning networks: Harnessing the power of online communities for discipline and lifelong learning, to appear in the Proceedings of the LifeLong Learning Conference 2008

2007

Shirley Gregor, David Jones, The Anatomy of a Design Theory, Journal of the Association for Information Systems, 8(5): 312-335 Best paper for 2007 for the journal

The JAIS citation: The JAIS Best Paper Award 2007 was awarded to an article titled "The Anatomy of a Design Theory" by Shirley Gregor and David Jones. The review panel felt that this paper offers unique and strong contribution to the discussions and development around IS theory and, especially, it seeks to ground emerging notion of design theory into a more comprehensive philosophy of science framework.

Damien Clark, Penny Baillie-de Byl, Enhancing the IMS QTI to Better Support Computer Assisted Marking, International Journal of Distance Education Technologies, 5(3): 8-23.

Nona Muldoon, Nicholas Pawsey, Chrisann Palm, An investigation into the use of a blended model of learning in first year accounting, Proceedings of the Accounting and Finance Association of Australia and New Zealand Annual Conference, Gold Coast, 1-3 July 2007.

David Jones, Nona Muldoon, The teleological reason why ICTs limit choice for university learners and learning, In ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore. pp 450-459

Based on a presentation this paper suggests that the teleological design process used to implement ICTs in universities significantly limits the potential flexibility and choice that can be offered to university learners and learning.

Submitted

CDDU staff have currently submitted the following papers for reviewing

Work in progress

CDDU staff are currently working on, or thinking about, the following publications

• Content analysis university e-learning implementation: The Ps Framework

Do a quantitative analysis of the implementation of e-learning at universities using the Ps framework to identify if and what limitations exist with such work.

• Blending the two learning metaphors: A framework for supporting learners and learning

This paper suggest a conception of blended learning grounded on metaphorical cross-breeding between acqusition and participation metaphors. The emergent perspective considers the nature of learning within the three complementary learning spaces in a blended learning model identified in the research, namely: personal learning space, physical collaborative learning space and virtual collaborative learning space.

• Technological Pedagogical Content Knowledge: A framework for thinking about lifelong learning in the field of education

In this paper we draw upon Mishra and Koehler’s (2006) notion of technological pedagogical content knowledge (TPCK) as a critical lens for exploring and thinking about lifelong learning as professional educators. The TPCK construct builds on earlier frameworks, within which its proponents explain that recognising pedagogy as an inherently technologically-mediated act creates a useful account of the knowledge bases required for good teaching. This paper discusses the application of the TPCK framework within a course on cyberculture, using it to illuminate how pre-service teachers may be made aware of the need to remain responsive to new technologies. Our exploration suggests good teaching requires an understanding of how technology relates to the pedagogy and content. Hence, teachers must possess knowledge and skills, not only of the mechanical function of new technologies, but also their capabilities for enhancing student learning of content. It is our contention that in conceptualising the critical knowledge bases required for effective teaching, TPCK provides a palimpsest for the lifelong learner. This paper specifically targets academic lifelong learners, offering a perspective on approaches for developing an understanding beyond their immediate grasp of pedagogy, technology and content in today’s technology-rich knowledge society.

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