Lina Markauskaite - Academia.edu (original) (raw)

Papers by Lina Markauskaite

Educational technology research and development

An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly acc... more An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of ho...

WIT Transactions on The Built Environment

Environmentally sustainable design (ESD) was developed as a response to the increasing demands to... more Environmentally sustainable design (ESD) was developed as a response to the increasing demands to address sustainability challenges within built environment (BE). BE stakeholders have already adopted ESD as a critical principle in their practices and it is crucial to embed ESD in preparing the next generation of BE professionals. In industry, various ESD frameworks have been developed and adopted to measure the success of design in terms of achieving sustainability. Similar frameworks have been used extensively to guide and scaffold learning for sustainable design in design studios. These frameworks offer predetermined sets of criteria to measure quantifiable building performance parameters. However, there have been growing concerns that the ESD frameworks do not help enhance human-nature connectedness (HNC), where attention was given to biophilic design (BD) to bridge this gap. Availability of few BD frameworks limits the opportunities to adopt them in ESD studios. Further, current BD frameworks focus on qualitative place-making aspects of building designs with less emphasis on quantifiable building performance. This is the critical challenge in teaching BD in ESD studios where the ESD frameworks are used as a central pedagogical tool to guide students' selfassessment, reflection and learning. This chapter reports on an educational design and research study that involved a systematic development of a pedagogical model for incorporating BD in ESD studios. We present here our conceptual and methodological work done as a part of this study consisting two steps. Firstly, we developed a general approach for designing and testing pedagogical innovations in ESD studios by combining educational design-based research and action research approaches. Secondly, we applied this general approach to creating a pedagogical model for teaching students to develop and use BD frameworks. The proposed general approach can be adopted in ESD studios for designing and testing other pedagogical innovations for ESD.

When students learn science in a computer-supported, collaborative, delayed-instruction environme... more When students learn science in a computer-supported, collaborative, delayed-instruction environment, how does understanding (and misunderstanding) emerge? Are there patterns in the pivotal moments when emerging understanding turns for the better or worse? While components such as modeling software, delayed instruction methods such as productive failure, and analogical-encoding methods such as contrasting cases have all been shown effective at supporting deep learning in science, little is known about the micro-level mechanisms explaining how and why students might be more or less successful when working in an environment combining all three. This paper details our refinements of an innovative method for unpacking the micro-level mechanisms contributing to turning points in the successes and failures in collaborative understanding when learning science with computer modeling. In unpacking our methodology, we discuss work including Sanderson and Fisher’s (1994) exploratory sequential ...

978-1-7324672-4-8, 2019

Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and d... more Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and diverse R&D settings. However, it is a highly challenging, fragmented and underexplored domain. Research that examined it is dispersed across multiple theoretical and methodological traditions, and targets diverse research problems, yet generating little impact on practice. This workshop aims to create a more holistic understanding of this research field by enabling CSCL researchers to share their theoretical and methodological tools and practices. It further aims at outlining an agenda for synthesizing this work into an integrated theoretical and methodological toolkit that would allow researchers, designers and other practitioners in the IDL field to conceptualize their studies and design IDL environments more holistically and robustly. The workshop is co-organized by an international team of researchers with expertise in studying various aspects of interdisciplinary collaboration, knowledge co-creation and learning, and who operate within diverse research traditions. Participants will be invited through an open call, highlighting the need for contributions of conceptual, methodological and empirical nature.

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers ’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of less-than-optimal temporary devices. Data sharing ...

Understanding Teaching-Learning Practice, 2019

The symposium seeks to advance an understanding of learning from an ecological perspective. The a... more The symposium seeks to advance an understanding of learning from an ecological perspective. The abundance of digital technologies and rapid changes in knowledge domains generate new epistemic and learning practices, drawing on heterogeneous sets of resources, actors, and forms of knowledge. Consequently, learners must navigate complex and unstructured landscapes to gather resources and structure activities. Little is known about these processes and how they can be studied and enhanced. This symposium argues for the necessity of a paradigmatic shift towards an ‘ecological understanding’ of learning, which takes into account the enactment of the learning ‘act’, the knowledge forms, contexts, relationships, digital technologies and infrastructures that shape learning practices in unbound landscapes. The four contributions in this symposium use empirical illustrations to build an argument leading towards a new learning research and design agenda. These contributions are complementary as...

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of lessthan-optimal temporary devices. Data sharing wa...

This paper describes a design-based study that investigates the learning of scientific knowledge ... more This paper describes a design-based study that investigates the learning of scientific knowledge about climate change through computational models. It addresses three fundamental questions about model-based learning of scientific knowledge: (a) how sequencing of learning activities can alter learning outcomes; (b) how students’ develop a complex systems’ ontology for the world through the interaction with models exhibiting complex dynamics; and (c) how process discovery techniques may be used to investigate student learning processes from log data of model use. A study design is described and preliminary results are presented in this paper. The design experiment used two NetLogo models and problem-based learning materials developed in partnership with a high school science teacher. In the study, three classes of year nine science students were divided into two groups based upon different levels of structure that was provided during learning activities with the model. Student respons...

Postdigital Science and Education, 2021

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online.... more This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital network...

Informatics in Education, 2008

An exploratory study of students' engagement in online learning and knowledge building is present... more An exploratory study of students' engagement in online learning and knowledge building is presented in this paper. Learning in an online community, composed of students (pre-service teachers) and experts (experienced in-service schoolteachers and academics), is the study's primary focus. Students' interaction and knowledge discourse structures, arising from individual readings of academic papers and asynchronous collaboration with peers and experts, are investigated using social network and content analysis techniques. Additionally, several new measures for exploring structural-qualitative aspects of knowledge discourse are introduced. Analysis revealed several important trends. First, students' interaction was more intensive in forums where experienced teachers participated, rather than students only. Second, students' individual discourse structures in their postings were quite deep, knowledge-focussed and elaborated; while students' replies were short, usually focussed on specific idea and contained a substantial amount of non-cognitive information. Overall, it is argued that students were engaged with the individual and collaborative knowledge building in the online learning community. Practical implications of the study results for development of courses are discussed.

Learning and Instruction, 2017

This paper reports on a study in which students used agentbased computer models to learn about co... more This paper reports on a study in which students used agentbased computer models to learn about complex systems ideas of relevance to understanding climate change. The experimental condition used a Productive Failure (PF) learning design in which ninth grade students initially worked with agent-based computer models to solve challenge problems followed by teacher instruction about targeted climate and complexity ideas. In contrast, the comparison condition employed a Direct Instruction (DI) learning design in which the teacher instruction was provided initially, followed by the students working on the same computer models and challenge problems as the experimental group. The students in the PF group scored significantly higher on the post-test on measures of climate and complex systems explanatory knowledge and near and far knowledge transfer. Theoretical and practical implications of these findings are considered.

Australasian Journal of Educational Technology, 2006

Gender differences in self reported ICT experience and ICT literacy among first year graduate tra... more Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a ...

Australasian Journal of Educational Technology, 2015

The emergence of big data, digital scholarship and eResearch raises the question of how these dig... more The emergence of big data, digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were interviewed. Three qualitatively different conceptions of ICT in research were identified: complementary, enhancing, and transforming. Results indicate that the three conceptions were closely associated with the expanding students’ focus from seeing ICT as a tool in the researchers’ hands, to noting that digital technologies may have implications for the process of inquiry, to seeing that ICT has distinct generative capacities and changes the nature of research practices. Findings suggest that students’ general understanding of ICT’s potential i...

International Journal of Digital Curation, 2015

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of less-than-optimal temporary devices. Data sharing w...

This article presents emerging results from an ongoing phenomenographic study that examines teach... more This article presents emerging results from an ongoing phenomenographic study that examines teachers' conceptions of ICT-enhanced teaching and learning in vocational education. Twenty three teachers from three Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about the role of ICT in their teaching and profession. The emerging findings reveal that vocational education teachers consider ICT use for teaching vocational courses in five different ways. Specifically, they saw the use of ICT for teaching: 1) as a response to external expectations; 2) as a means to access information and resources; 3) as a delivery tool; 4) as media to support active learning; and 5) as an environment for preparing students for their chosen profession. While some of these findings are in line with those of similar phenomenographic studies in higher and tertiary education, conceptions a) and e) tend to be more distinct in vocational education settings.

Instructional Science, 2015

Purpose: To support the work of teachers as designers of technology enhanced learning (TaD of TEL... more Purpose: To support the work of teachers as designers of technology enhanced learning (TaD of TEL) Approach: Synthesis of research on in classical design fields, instruc3onal design, and teachers' design Conclusion: A framework that can be used: (a) by researchers to study teacher design knowledge and work across projects; and/or (b) by developers and facilitators iden3fying key areas to encourage/support in teacher professional development programs that involve teacher-designers in specific seIngs

In this paper, we present a technique that we have developed to transform sequences of technical ... more In this paper, we present a technique that we have developed to transform sequences of technical events into more abstract actions and semantic activities. The sequences of more abstract units are then used for discovering patterns of students' interaction with computer models using heuristic miner. Our proposed approach automatically segments sequences of technical events that occurred during model runs and pauses and, on the basis of the nature of technical events that occurred during model runs and pauses, clusters them into actions. Then, using heuristic rules, it classifies actions into activities. We demonstrate the usefulness of our multilevel abstraction for extracting and exploring characteristic patterns of students' interaction with computer models. Our study shows that each abstraction level could help to identify distinct characteristics of students' interaction.

In this symposium, we discuss students becoming "enrolled" and appropriate the knowledge and prac... more In this symposium, we discuss students becoming "enrolled" and appropriate the knowledge and practices of their prospective profession. This discussion and the related research are anchored i n t h e a c k n o w l e d g e m e n t t h a t e d u c a t i o n p r o g r a m s s h o u l d p r o v i d e opportunities for learning and development of competencies required for knowledge-based work. We present empirical studies that examine learning in higher education courses in three different countries. These studies focus on student engagement, participation, and experiences in learning activities emphasizing knowledge practices that resemble professional work, and analyze how enrollment takes place and is facilitated by curriculum design and instruction. The findings show the nature and complexity of the knowledge practices embedded in the curriculum and how students become involved in these activities. The symposium delineates challenges for designing learning scenarios that support such enrollment. Ultimately, the symposium contributes to the ongoing discussion on how enrollment and curriculum design can stimulate and support knowledge-driven learning.

Educational technology research and development

An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly acc... more An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of ho...

WIT Transactions on The Built Environment

Environmentally sustainable design (ESD) was developed as a response to the increasing demands to... more Environmentally sustainable design (ESD) was developed as a response to the increasing demands to address sustainability challenges within built environment (BE). BE stakeholders have already adopted ESD as a critical principle in their practices and it is crucial to embed ESD in preparing the next generation of BE professionals. In industry, various ESD frameworks have been developed and adopted to measure the success of design in terms of achieving sustainability. Similar frameworks have been used extensively to guide and scaffold learning for sustainable design in design studios. These frameworks offer predetermined sets of criteria to measure quantifiable building performance parameters. However, there have been growing concerns that the ESD frameworks do not help enhance human-nature connectedness (HNC), where attention was given to biophilic design (BD) to bridge this gap. Availability of few BD frameworks limits the opportunities to adopt them in ESD studios. Further, current BD frameworks focus on qualitative place-making aspects of building designs with less emphasis on quantifiable building performance. This is the critical challenge in teaching BD in ESD studios where the ESD frameworks are used as a central pedagogical tool to guide students' selfassessment, reflection and learning. This chapter reports on an educational design and research study that involved a systematic development of a pedagogical model for incorporating BD in ESD studios. We present here our conceptual and methodological work done as a part of this study consisting two steps. Firstly, we developed a general approach for designing and testing pedagogical innovations in ESD studios by combining educational design-based research and action research approaches. Secondly, we applied this general approach to creating a pedagogical model for teaching students to develop and use BD frameworks. The proposed general approach can be adopted in ESD studios for designing and testing other pedagogical innovations for ESD.

When students learn science in a computer-supported, collaborative, delayed-instruction environme... more When students learn science in a computer-supported, collaborative, delayed-instruction environment, how does understanding (and misunderstanding) emerge? Are there patterns in the pivotal moments when emerging understanding turns for the better or worse? While components such as modeling software, delayed instruction methods such as productive failure, and analogical-encoding methods such as contrasting cases have all been shown effective at supporting deep learning in science, little is known about the micro-level mechanisms explaining how and why students might be more or less successful when working in an environment combining all three. This paper details our refinements of an innovative method for unpacking the micro-level mechanisms contributing to turning points in the successes and failures in collaborative understanding when learning science with computer modeling. In unpacking our methodology, we discuss work including Sanderson and Fisher’s (1994) exploratory sequential ...

978-1-7324672-4-8, 2019

Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and d... more Interdisciplinary learning (IDL) has become widespread in schools, universities, workplaces and diverse R&D settings. However, it is a highly challenging, fragmented and underexplored domain. Research that examined it is dispersed across multiple theoretical and methodological traditions, and targets diverse research problems, yet generating little impact on practice. This workshop aims to create a more holistic understanding of this research field by enabling CSCL researchers to share their theoretical and methodological tools and practices. It further aims at outlining an agenda for synthesizing this work into an integrated theoretical and methodological toolkit that would allow researchers, designers and other practitioners in the IDL field to conceptualize their studies and design IDL environments more holistically and robustly. The workshop is co-organized by an international team of researchers with expertise in studying various aspects of interdisciplinary collaboration, knowledge co-creation and learning, and who operate within diverse research traditions. Participants will be invited through an open call, highlighting the need for contributions of conceptual, methodological and empirical nature.

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers ’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of less-than-optimal temporary devices. Data sharing ...

Understanding Teaching-Learning Practice, 2019

The symposium seeks to advance an understanding of learning from an ecological perspective. The a... more The symposium seeks to advance an understanding of learning from an ecological perspective. The abundance of digital technologies and rapid changes in knowledge domains generate new epistemic and learning practices, drawing on heterogeneous sets of resources, actors, and forms of knowledge. Consequently, learners must navigate complex and unstructured landscapes to gather resources and structure activities. Little is known about these processes and how they can be studied and enhanced. This symposium argues for the necessity of a paradigmatic shift towards an ‘ecological understanding’ of learning, which takes into account the enactment of the learning ‘act’, the knowledge forms, contexts, relationships, digital technologies and infrastructures that shape learning practices in unbound landscapes. The four contributions in this symposium use empirical illustrations to build an argument leading towards a new learning research and design agenda. These contributions are complementary as...

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of lessthan-optimal temporary devices. Data sharing wa...

This paper describes a design-based study that investigates the learning of scientific knowledge ... more This paper describes a design-based study that investigates the learning of scientific knowledge about climate change through computational models. It addresses three fundamental questions about model-based learning of scientific knowledge: (a) how sequencing of learning activities can alter learning outcomes; (b) how students’ develop a complex systems’ ontology for the world through the interaction with models exhibiting complex dynamics; and (c) how process discovery techniques may be used to investigate student learning processes from log data of model use. A study design is described and preliminary results are presented in this paper. The design experiment used two NetLogo models and problem-based learning materials developed in partnership with a high school science teacher. In the study, three classes of year nine science students were divided into two groups based upon different levels of structure that was provided during learning activities with the model. Student respons...

Postdigital Science and Education, 2021

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online.... more This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital network...

Informatics in Education, 2008

An exploratory study of students' engagement in online learning and knowledge building is present... more An exploratory study of students' engagement in online learning and knowledge building is presented in this paper. Learning in an online community, composed of students (pre-service teachers) and experts (experienced in-service schoolteachers and academics), is the study's primary focus. Students' interaction and knowledge discourse structures, arising from individual readings of academic papers and asynchronous collaboration with peers and experts, are investigated using social network and content analysis techniques. Additionally, several new measures for exploring structural-qualitative aspects of knowledge discourse are introduced. Analysis revealed several important trends. First, students' interaction was more intensive in forums where experienced teachers participated, rather than students only. Second, students' individual discourse structures in their postings were quite deep, knowledge-focussed and elaborated; while students' replies were short, usually focussed on specific idea and contained a substantial amount of non-cognitive information. Overall, it is argued that students were engaged with the individual and collaborative knowledge building in the online learning community. Practical implications of the study results for development of courses are discussed.

Learning and Instruction, 2017

This paper reports on a study in which students used agentbased computer models to learn about co... more This paper reports on a study in which students used agentbased computer models to learn about complex systems ideas of relevance to understanding climate change. The experimental condition used a Productive Failure (PF) learning design in which ninth grade students initially worked with agent-based computer models to solve challenge problems followed by teacher instruction about targeted climate and complexity ideas. In contrast, the comparison condition employed a Direct Instruction (DI) learning design in which the teacher instruction was provided initially, followed by the students working on the same computer models and challenge problems as the experimental group. The students in the PF group scored significantly higher on the post-test on measures of climate and complex systems explanatory knowledge and near and far knowledge transfer. Theoretical and practical implications of these findings are considered.

Australasian Journal of Educational Technology, 2006

Gender differences in self reported ICT experience and ICT literacy among first year graduate tra... more Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general problem solving and technical ICT capabilities; (2) situational and longitudinal sustainability, and (3) transferability of ICT capabilities into a future professional domain. No significant differences were found between females and males for previous experience with ICT. However, males on average worked with computers significantly more hours per week than females. Significant differences between males and females were observed for technical ICT capabilities, and situational and longitudinal sustainability. Males' scores were higher. In the regression analysis, when the impacts of the background and ICT experience variables were controlled, gender failed to be a significant predictor for sustainability scores. However, it remained a ...

Australasian Journal of Educational Technology, 2015

The emergence of big data, digital scholarship and eResearch raises the question of how these dig... more The emergence of big data, digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were interviewed. Three qualitatively different conceptions of ICT in research were identified: complementary, enhancing, and transforming. Results indicate that the three conceptions were closely associated with the expanding students’ focus from seeing ICT as a tool in the researchers’ hands, to noting that digital technologies may have implications for the process of inquiry, to seeing that ICT has distinct generative capacities and changes the nature of research practices. Findings suggest that students’ general understanding of ICT’s potential i...

International Journal of Digital Curation, 2015

There is increasing pressure from funders, publishers, the public, universities and other researc... more There is increasing pressure from funders, publishers, the public, universities and other research organisations for researchers to improve their data management and sharing practices. However, little is known about researchers’ data management and sharing practices and concerns. The research reported in this paper seeks to address this by providing insight into the research data management and sharing practices of academics at ten universities in New South Wales, Australia. Empirical data was taken from a survey to which 760 academics responded, with 634 completing at least one section. Results showed that at the time of the survey there were a wide variety of research data in use, including analogue data, and that the challenges researchers faced in managing their data included finding safe and secure storage, particularly after project completion, but also during projects when data are used (and thus stored) on a wide variety of less-than-optimal temporary devices. Data sharing w...

This article presents emerging results from an ongoing phenomenographic study that examines teach... more This article presents emerging results from an ongoing phenomenographic study that examines teachers' conceptions of ICT-enhanced teaching and learning in vocational education. Twenty three teachers from three Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about the role of ICT in their teaching and profession. The emerging findings reveal that vocational education teachers consider ICT use for teaching vocational courses in five different ways. Specifically, they saw the use of ICT for teaching: 1) as a response to external expectations; 2) as a means to access information and resources; 3) as a delivery tool; 4) as media to support active learning; and 5) as an environment for preparing students for their chosen profession. While some of these findings are in line with those of similar phenomenographic studies in higher and tertiary education, conceptions a) and e) tend to be more distinct in vocational education settings.

Instructional Science, 2015

Purpose: To support the work of teachers as designers of technology enhanced learning (TaD of TEL... more Purpose: To support the work of teachers as designers of technology enhanced learning (TaD of TEL) Approach: Synthesis of research on in classical design fields, instruc3onal design, and teachers' design Conclusion: A framework that can be used: (a) by researchers to study teacher design knowledge and work across projects; and/or (b) by developers and facilitators iden3fying key areas to encourage/support in teacher professional development programs that involve teacher-designers in specific seIngs

In this paper, we present a technique that we have developed to transform sequences of technical ... more In this paper, we present a technique that we have developed to transform sequences of technical events into more abstract actions and semantic activities. The sequences of more abstract units are then used for discovering patterns of students' interaction with computer models using heuristic miner. Our proposed approach automatically segments sequences of technical events that occurred during model runs and pauses and, on the basis of the nature of technical events that occurred during model runs and pauses, clusters them into actions. Then, using heuristic rules, it classifies actions into activities. We demonstrate the usefulness of our multilevel abstraction for extracting and exploring characteristic patterns of students' interaction with computer models. Our study shows that each abstraction level could help to identify distinct characteristics of students' interaction.

In this symposium, we discuss students becoming "enrolled" and appropriate the knowledge and prac... more In this symposium, we discuss students becoming "enrolled" and appropriate the knowledge and practices of their prospective profession. This discussion and the related research are anchored i n t h e a c k n o w l e d g e m e n t t h a t e d u c a t i o n p r o g r a m s s h o u l d p r o v i d e opportunities for learning and development of competencies required for knowledge-based work. We present empirical studies that examine learning in higher education courses in three different countries. These studies focus on student engagement, participation, and experiences in learning activities emphasizing knowledge practices that resemble professional work, and analyze how enrollment takes place and is facilitated by curriculum design and instruction. The findings show the nature and complexity of the knowledge practices embedded in the curriculum and how students become involved in these activities. The symposium delineates challenges for designing learning scenarios that support such enrollment. Ultimately, the symposium contributes to the ongoing discussion on how enrollment and curriculum design can stimulate and support knowledge-driven learning.