Event Organisers:
TAFE Queensland
Videolinq
LearnTel

Major Sponsors:
Telstra :: Major Sponsor
Integrated Vision


Other Sponsors:
Polycom
Broadreach Services
Tandberg
Yellow Edge
Techhead Interactive
WebEx
Centra
Professional Practices Unit
Professional Practices Unit
AV Media Systems
Electroboard
The Wireless Co
Austafe QLD Chapter
Queensland Chapter

Conference Papers

The theme for Learning Technologies 2005 Conference is: Combined Presence.

Recent and emerging technologies allow us to track, organise and pursue learners across virtual time and place. Conversely, they too, can track, organise and pursue various combinations of themselves and us, their teachers. This year's conference explores the concept of 'combined presence' and the effect that this will have on our teaching and learning communities.

The following conference papers present case studies about innovative combinations and best practices using learning technologies that encompass the various blends of real time and stored media drawn from audio, visual and web based elements.

To view papers please click the titles listed below, or scroll down page to view them all.

Keynote Paper

Featured Papers

Case Study Papers

Product Showcases

Keynote Paper

Convergence enabling new opportunities for Teaching and Learning
Bridgette Murphy

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Australian Skills for the 21st Century
Gerry White (View speaker profile)
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Paper Abstract: An overview of the changes which are occurring in Australia and the work that has been undertaken related to ICT in the VET sector. Also to be discussed are the skills in ICT that will be needed for Australia to be successful in a global society.

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Featured Papers

Social Software - The Age of Connection and the Connected Learner
Anne Bartlett-Bragg (View speaker profile)
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The paper for this session is being written collaboratively through the conference wiki. Access it at: lt2005.wikispaces.com.

Paper Abstract: Early implementation strategies of e-Learning products in organisations focused on delivery, accessibility, and small chunks of learning available to learners anywhere, anytime. But it came at a cost - the human interaction was ignored. Now, with new technologies developing in the social software market it is time to put back the personal element into learning!

What is social software? Social software encompasses one or more (not necessarily all) of these elements:

Support for conversational interaction between people or groups. That includes real time conversations like instant messaging or elapsed time conversations that occur in collaborative online spaces.

Support for development of personalised social networks. Many social software applications create a digital layout of a person's social network and facilitate adding new connections - including the sharing knowledge through syndication and aggregation tools.

Social networks are the focus of the new Age of Connection - empowering learners by providing access to knowledge that is successful at creating and maintaining the personal elements of learning.

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Zero to Collaboration in Seconds!
Paul Bray (View speaker profile)
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Paper Abstract: REA's High Schools Innovation Design Challenge has students racing to class all over the country to design and manufacture miniature F1 racing cars. "I believe we should give the innovators of tomorrow access to the best tools available today. This will not only maximise opportunities for young people, but when delivered through exciting programs, will increase student engagement and choice of technology learning pathways".

One of the biggest challenges has been overcoming the cost of delivering these high technologies to schools around Australia, so an innovative approach through the use of 'realtime' collaboration tools has been implemented.

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'Seeing' the Difference at a Distance
Lujean Baab (View speaker profile)
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Paper Abstract: Northampton Community College (NCC) is a growing and thriving two-year institution in a close-knit community of Bethlehem, Pennsylvania, USA. Students in the Distance Learning courses live in the surrounding geographic area, across the state, across the nation and in several countries around the globe. Students are typical of most distance learning students who require the flexibility of access distance learning allows. During the past five years, distance learning at the college has grown exponentially with over 3500 students enrolled in 180 course sections offered. Students can complete twelve degrees online and transfer to several colleges to complete four-year degrees online. Providing support services with an enrollment this large presents challenges. One of the most difficult challenges to address is the tendency to become a faceless entity to students who are disconnected, isolated and frustrated when they need tutoring and advising services available to on-campus students.

NCC is currently conducting a pilot program utlizing a web conference environment in which live, online tutoring and advising is being conducted for distance learning students. Tutors and advisors have been equipped with web cams, headsets, graphics tablets and access to the environment. In addition, several computer stations have been similiarly equipped for use by faculty and student mentors. Students at at distance have the option of utilizing webcams and headsets or communicating via text chat. The environment is accessible upon invitation by NCC faculty or staff.

Every effort was made to control the cost of the program, develop support from the institution and participation by all areas of the college. The pilot program is being assessed for its effectiveness in creating a presence for the college for distance learning students and data collected will be compared to previous services accessed by students prior to the study in the area of student satisfaction and perception of effectiveness.

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Multiple Venue Productions: Combining Atomic- and Bit-Based Presence in Learning and Professional Development
Jonathan Finkelstein (View speaker profile) & Michael Coghlan (View speaker profile)
There is no paper for this session. A recording of this presentation is available at: http://home.learningtimes.net/learningtimes?go=1037197

Paper Abstract: This hybrid session - co-hosted by Michael Coghlan in Moolloolaba and Jonathan Finkelstein in New York City -- focuses on the emerging genre of what Finkelstein has called "multiple venue productions". MVPs are hybrid workshops, conferences and learning events that combine the presence of both an online and a face-to-face audience. The hosts invite participants in Mooloolaba to explore the interesting possibilities and pitfalls of living at the confluence of these two modes of human interaction. The session will showcase examples of student activities, online conferences, and other professional development events that try to maximize engagement and learning through the combination of experts and learners in disparate locations in real time.

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Videoblogs and Podcasting, New Knowledges and Old Pedagogies
Adrian Miles (View speaker profile)
Conference paper

Paper Abstract: Blogs can be effective and successful educational environments for this century because they are 'porous' to the network and allow students to become knowledge producers. Audio and video in blogs are not porous to the network and mistake the novelty of 'new media' with educational innovation. They also shift us from being producers to consumers. However, by reconsidering what sorts of expressions of learning and knowledge are afforded by audio and video online, appropriate networked knowledge objects are possible using video and audio.

These knowledge objects return students to the role of knowledge producers, and help us to reconsider how learning might be expressed in the light of the contemporary information network economies.

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Innovation in Education - The Complete Picture on what Microsoft is doing
Jason Trump (View speaker profile)

Paper Abstract: Do you find it difficult to get your head around all the things Microsoft are doing for our educational institutions? Are you wondering whether Microsoft is really committed to education? Jason will share Microsoft's broad education strategy, provide details on specific initiatives, programs, solutions and products focused on education - including the Learning Gateway Framework, Learning Network Manager, Educational Desktop Applications, Student 2006, Learning Essentials and Tablet PC Education Pack. Jason will include several examples in his presentation of how educational institutions are using collaboration technologies such as MSN Messenger, Live Communications Server and online environments to foster rich collaboration, increase access and improve student understanding.

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Creating Social Presence in Digital Learning Environments: A Presence of Mind?
Steve Wheeler (View speaker profile)
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Paper Abstract: In this presentation I will argue that social presence is an important feature of any successful learning activity within a virtual learning environment (VLE). I will also contend that the psychological processes that occur during learning should be acknowledged, measured and understood, if we are to design better and more effective VLEs, I argue that social presence and several other key factors such as immediacy of dialogue and student autonomy are useful predictors of student satisfaction in technology supported distance education.

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Case Study Papers

Blended delivery modes and strategies used to deliver the Diploma of Education (Aboriginal and Torres Strait Islander)
Claire Bartlett (View speaker profile)
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Paper Abstract: This paper will focus on the blended delivery modes and strategies used in 2005 to deliver the Diploma of Education (Aboriginal and Torres Strait Islander) and how these blended delivery modes and strategies meet the needs of the Indigenous Diploma of Education students in the context of remote delivery.

Student needs include; a range of synchronous and asynchronous delivery modes that offer flexibile participation, delivery strategies that allow flexibility yet offer clear guidelines, structure and expectations for participation, a mix of independent, self directed learning and group work and finally, delivery modes that cater for the diverse range of learning preferences and English language needs of the students.

Technologies used to meet these needs include online delivery using the Janison learning management system platform. Several units are currently facilitated online using discussion forums, online chats, audio files and videostream. Videostreaming is also used extensively to orient students, provide unit overviews, assessment expectations and deliver content and is blended with discussion forums to enhance understanding of key concepts and develop a community of practice. Email is used extensively to communicate with students and student progress is monitored using Janison and our electronic database that is connected to ISAS.

Diploma of Education students attend a face to face orientation early in their studies where they are inducted to Janison, videostreaming and the general delivery of the course. They also develop relationships with peers and teachers and a feeling of being part of a larger group. This face to face orientation helps to develop a community of practice in the online environment as students are more confident using the technology and interacting with each other. Other humanising techniques include the provision of regular and thorough feedback in the online environment from both the facilitator and amongst the students. Chats, social discussion forums, emails the use of photographs and videostreaming are all effective humanising techniques and assist students to adapt to learning in an online environment.

Success depends on several factors such as effective orientation, prompt and effective technological and academic support for students, clear expectations and guidelines, effective feedback, close monitoring of student participation and the use of synchronous and asynchronous delivery to provide flexibile participation options.

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Butchers, Bakers and Cocktail Makers
Peter Enderby (View speaker profile)
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Paper Abstract: The Educational Need: The Meat Retailing project has been offering students from the Meat industry the option of undertaking study through blended delivery mode for the past 18 months. This type of delivery is a first for the Meat Industry. It allows students in distant locations the option of spending less time from home and the workplace while completing their studies. This delivery mode is supported by more on the job training, less off the job training, workplace visits, and an interactive web presence utilising video, audio, flash, quizzes and activities. There are significant advantages for both the sponsor organisation and the students.

Technologies used to meet that need: Humanising techniques: Tips for success:

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In the Future..(not so distant)
Tassia Knack, Wayne Knack (View speaker profile), and John Bell
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Paper Abstract: Karen drops the kids at school and heads to the shopping centre but she is not doing the shopping. Well not yet anyway. She is going to TAFE. This morning she got a video message on her mobile phone from her Learning Facilitator who gave her some feedback about an assignment. Outside are several other TAFE students having coffee and sitting in lounge chairs grouped around a large screen. They are viewing a presentation from a guest speaker (in Melbourne) and talking via desktop video conference to their facilitator who is in Charters Towers.

The year is 2010. The TAFE is Barrier Reef Institute in North Queensland. The solution for vocational learners is no longer solely in the class room or in the workplace. The solution for vocational learners is in a technology based environment with a personalised support system which is enabled by the technology to promote excellence in individualised contextualised learning material.

BRIT has become dispersed and community based. With wireless access learners and facilitators can access materials and communications from most places in the region. There are 'drop in' access points distributed through out the region - the 'VetLinks' which are situated in coffee shops, bars, shopping centres, and council libraries. Equipment can be leased or borrowed as part of the course materials. In the old days it materials included several text books now it is a download from an internet site or a file 'wapped' to your pocket PC which combines the functions of the pc, PDA and phones of 6 years ago.

This paper describes BRIT's plans for the delivery of vocational education environments being developed over the next 5 years. These environments are named Vocational Learning Zones. The planning is based on the rapid growth of communication technologies such as broadband and wireless, and their infrastructure as enablers for the distribution of services, learning content and support into a geographically distributed area.

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Effectiveness and delight in an online learning community
Anne Mason (View speaker profile)
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Paper Abstract: This research project investigated the effectiveness and 'delight' in online teaching and learning, and examined the teaching strategies and factors that contributed to primary school students experiencing delight in the Learn-Now programme. This descriptive case study used qualitative methods to examine the phenomena of 'delight' in its natural setting.

The 'Learn-Now' programme was an eLearning extension programme designed and facilitated by Jo Clouston (now Gibson) for 9-13 year-old students who joined and created projects, clubs and businesses. The online environment included Blackboard (a software platform that provided information and communication areas with collaborative tools), MSN, email, telephone, fax and some video-conferencing.

A learner-centred, digitally minded approach contributed to effective online teaching and learning. The Learner-centred Principles (APA, 1997) were designed as a framework for a learner-centred approach. In this study, many of the principles were evident, including the cognitive and affective factors such as delight.

The online learning programme featured relevant, meaningful learning activities within authentic contexts, and involved inquiry and collaborative learning. The online teacher was a facilitator of students' learning, which reflected a learner-centred, digitally minded approach. She implemented effective strategies for orientation, socialisation, the online environment and online learning. Learning activities focused on students' social and collaborative skills, developing their relationships and trust in one another.

The students in the Learn-Now programme found enjoyment and delight in the use of ICT, social learning and the online programme, which had a learner-centred, digitally minded approach. These factors and teaching strategies contributed to students' delight in their online learning.

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Horticulture learning - mostly human part technology
Brian Sams (View speaker profile) and Peter MacQueen (View speaker profile)
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Paper Abstract: The Toowoomba Horticulture team uses a mixture of educational technologies to meet the needs of a very diverse clientele. The student group are diverse geographically, chronologically, culturally, educationally and aspirationally!

This paper will examine the student groups within the broad mass known only to managers as student contact hours to see how this diversity needs to be mapped to appropriate approaches to learning and the communication inherent in that. Communication to individuals is at the heart of the philosophy that underpins our approach and is often at odds with the ability to operate within tight budget frameworks. We see the need for us to really "know" the students, their locations and workplace contexts and their supervisors as being essential in humanising our delivery and in maximising student value from being involved in the learning process (not just gaining competency). We see this as being the key to developing lifelong learning and hopefully ongoing business for our Institute.

Learning technologies used vary from:

This paper will examine the use of these methods and the advantages and pitfalls for each learning technology in our horticultural situation.

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Teaching the history of America's Modern Civil Rights Movement across regions and time in a Distance Learning Course
Lyda Peters (View speaker profile)
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Paper Abstract: The Educational Need: In 1619, the first Africans arrived in America as indentured servants. By 1640, the system of slavery had become a major economic and horrific institution. This history has been part of American life for more than 300 years, documented by the accounts of slave revolts, the anti-slavery movements, the civil war and reconstruction, and the modern civil rights movement. Teaching a part of this history, the modern civil rights movement, can be a rewarding challenge to educators in that it is not only a "history lesson" but also a monumental example of what thousands of "ordinary people" can accomplish in a constitutional democracy. It provides models of the most important values in a healthy society: social justice, social responsibility, character formation, and global accountability. The goal of this paper is to demonstrate that through the use of a variety of learning technologies, CDs, DVDs, VHS, websites, online simulations, streaming audio and video, and a learning management system, what was once thought of as an isolated period of time to be taught in a concentrated form to one distinct group, can now expand to many ages, individuals, and regions. Content and learning are enhanced because many people of different ages and backgrounds now have the ability to combine experiences in a uniquely empowering learning environment. This model can be replicated in other subject areas.

Technologies Used to Meet this Need: In presenting this paper there are a number of technologies available - VHS, DVD, CD, streaming audio and video - all of which will be discussed and some of which can be demonstrated in this presentation.

Humanizing Techniques: What better way is there to humanize a historical event of such magnitude than to support learning through real time group discussions, asynchronous learning activities, and digitizing the lessons learned from an empowering movement?

Tips for Success: This will include best practices in online learning and teaching.

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Rich Media Presence in Education: Is it the Next Wave?
Shaun Wormald (View speaker profile)

Paper Abstract: The presentation will cover some early experiences in deploying presence within a rich media blended educational delivery context. The presentation will touch on challenges and rewards the early deployment of such systems is showing and briefly touching on some real life scenarios of where this could lead for educators and students.

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Product Showcases

Business Quality Videoconferencing over the Public Internet: Fact or Fiction?
Integrated Vision
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Paper Abstract: The public Internet is near ubiquitous. Its reach is global and it has the ability to connect anyone at any time. The increased availability and improving cost effectiveness of IP bandwidth is driving many organisations to consider utilising the public Internet for videoconferencing. Is this a viable option? What obstacles will we encounter?