Posters will run concurrently with demos, from 11.20-12.20, in New Law level one rooms 100 and 102, 115 and 117.
Posters (11.20-12.20 in rooms 100, 102, 115, 117)
Posters will run concurrently with demos, in two sessions from 11.20-12.20. Odd numbers present from 11.20-11.50, even from 11.50-12.20. Posters will be presented in rooms 100 and 102, 115 and 117. Posters include:
- Elizabeth Black: Learning to learn with others through collaborative modelling: CSCL design facilitating successful collaboration and knowledge advancement.
- Petr Lebedev: Reflective thinking and Online Physics Videos
- Aesha Bhansali: Feeling the heat: exploring students’ emotional engagement with experiments
- Penny Wheeler & Mary Jarrott: Interdisciplinary peer review of online learning designs
- Courtney Hilton et al: From memorising facts to constructing categories: Promoting deeper learning through the construction of relational categories in an online chess-learning platform
- Natasha Arthars: Co-constructing Epistemic Environments - A Sociomaterial Inquiry into Complex Problem Solving in Higher Education
- Emerging Ideas Using VR to create education experiences (Courtney Hilton and Natasha Arthars to alternate; Nat in session 1, Courtney in session 2)
- Shannon Kennedy-Clark, Peter Reimann and Boris Handal: Naïve to Nuanced: Developing pre-service teacher data literacy
- Sanri le Roux: Developing a conscience through conversation-teaching ethics in business
- Jason Leung: Motivating team players to work closer and harder by using a tracking model in facilitation practices
- Li Li: The development of emotional regulation during primary school years: an educational neuroscience approach
- Alisha Portolese et al: Redesigning Problem-Based Learning (PBL) in Medical Education: Improving Learning and Consolidation
- Dwayne Ripley: The Role of Academic Research in Edtech: How Australian Edtech entrepreneurs perceive and experience accessing and applying academic research
- Michael Tang, Paul Ginns, and Michael Jacobson: Tracing while learning: a Think Aloud protocol study
- Diksha Vijapur: Understanding the impact of flexible learning environments on students’ wellbeing
- Ling Wu & Minkang Kim: Enhancing young children’s empathy learning through a tablet game - combining microgenetic method with EEG
- Jules Rankin: The Life of a Syllabus: Analysis of Student Conceptions and Approaches
- Punyanit Rungnava: An exploration of technology-enhanced simulation laboratory settings to redesign a preclinical Prosthodontics course
Demos (11.20-12.20 in rooms 100, 102, 115, 117)
Demos run concurrently with posters from 11.20-12.20 in rooms 100 and 102, 115 and 117.
Learning music with mathematics and mathematics with music - Andy Milne, Rick Cohn, Tara Hamilton, Micah Goldwater, Courtney Hilton, Andrea Calilhanna (University of Western Sydney/MARCS Institute; Yale University; Macquarie University; Sydney University/CRLI)
We explore how children learn music with mathematics and mathematics with music when they are using a specially designed software interface. This interface allows them to both intuitively visualise their ideas as geometric patterns and auralize them as music. We’ll demonstrate this software and results from two recent pilot studies in Sydney schools. Additional applications proposed for future investigations will also be demonstrated.
Stellar Evolution - Cyntia Franco
This project is designed to create an exploratory virtual reality simulation to help learners understand “Stellar Evolution”. This project uses immersive, interactive activities in a virtual reality environment where learners will be exposed some challenges (test your Hypothesis), and apply their knowledge in a project-based manner, using logic and reasoning to solve problems.
Learners will build stars and identify that the evolution of a star is determined by its initial mass.
Omosa Virtual World - Michael Jacobson (CRLI)
The aim of this project is to understand how innovative multi-user virtual environments (MUVEs) can be designed and used in Australian schools to enhance the learning of important scientific knowledge and inquiry skills. Working closely with teachers in secondary science classes, researchers will investigate ways in which the features of intelligent agents in educational MUVEs enable innovative pedagogical approaches that have the potential to enhance learning in secondary science classes. In addition, this project will develop science inquiry-based curriculum modules employing MUVEs that run on computers being distributed as part of the national Digital Education Revolution initiative.
Pedagogical Strategies in Multi-user Virtual Environments (MUVE)-based English as a Foreign Language (EFL) Activities: Students’ written and oral vocabulary Improvement - Puji Rahayu (CRLI), Universitas Islam Indonesia/ English Language Education Department/Faculty of Psychology and Socio-cultural Studies
This proposed study aims to compare pedagogical strategies in a MUVE-based EFL activities on students’ written and oral vocabularies and their performance in describing places. One hundred and twenty-three English Education Department students were randomly assigned to Productive Failure (PF) and Direct Instruction (DI) groups. They carried out the same activities in Second Life with the different order; PF group watched video instruction after finishing a language task while DI group did it before the task. Pre- and post-test scores of both groups were statistically analysed to find the different. It is hypothesised that there will be no difference in students written vocabulary yet PF student will outperform DI students in oral vocabulary and speaking performance. Both practical and theoretical implications of this research for EFL and other second language learning settings will be discussed.