Integrating different types of media to deliver course materials to students is increasingly ubiquitous in higher education. Among these computer and Internetbased innovations, digital educational video clips have become prominent due to their capabilities for enhancing learning and teaching, providing deeper thought processes, communication and interaction among users. Video learning has become a distinct virtual learning medium for capturing and presenting information across different modes and subjects. The present study examined the video-enhanced learning experience and perceptions of tertiary lecturers from two different discipline areas in a rural and tropical university in Australia. The paper also looked at their views and challenges in implementing or creating videos in their teaching. The findings revealed distinctive similarities and differences between two disciplines in the extent of video integration, technology literacy, and types of videos that they use.
Interactive whiteboards are increasing in popularity and prevalence in education. A scoping survey was performed in order to ascertain the types of documents available from academic databases on the use of interactive whiteboards with school-aged children. More than half of all the identified documents were grey literature: that is, comprised of non-refereed research, descriptive articles, product descriptions, and general opinion. The remaining research-based documents were predominantly descriptive and/or qualitative. A small number of documents contained quantitative data, and these were mainly survey-based. There were few experimental studies available. The limited number of research studies contrasts with the sizeable volume of grey literature available on these technological tools. There appears to be a need for more experimental research on the purported positive outcomes of interactive whiteboard use in schools such as higher academic achievement and engagement levels.
This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical perspective. In this first stage, a survey was implemented to understand academic perceptions of the role that technologies play in relation to their content and their pedagogies. The initial findings indicate that the connections within these domains are limited in the academic context.
This paper reports on a study that investigated the ways that young children interact with familiar discrete programmable digital toys (e.g. robots) in a free play setting. This was designed to meet some of the requirements of the Digital Technologies subject in the Australian Curriculum. The study was implemented in two phases in consecutive years involving teachers and students in two early childhood classes. Researchers worked with the teachers to provide the children with opportunities to use two types of digital toys. The children were observed as they interacted with these toys and their interactions analysed using a checklist of behaviours. It was found that without some intentional teaching the children did not demonstrate ‘programming skills’. However, they did then demonstrate motivation, engagement, and increased proficiency with the devices.
Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre- and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner’s pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning.
2016 so far has been a busy one for Digital Learning and Teaching Victoria as we continue to work towards the Strategic Drivers. DLTV has continued to develop networks and partnerships which allow DLTV to advocate on behalf of its members as well as to be a part of the schools systems. Our co-opted committee members from Independent Schools Victoria, Department of Education and Training, Catholic Education Office and the Victorian Curriculum Assessment Authority have been invaluable in building connections, working in partnerships and better understanding the needs of our members. In 2016 we have launched our second regional conference in Bendigo to reach out and support regional Victorian schools with the implementation of the Digital Technologies Curriculum and the new VCE Computing study design The last year has also been a big year across Australia for coding, digital learning and innovation. The Federal Government released its Innovation Agenda, putting STEM at the forefront of policy and we saw the Victorian Education State Policy released, highlighting innovation and creativity as important directions for education. As the sense of urgency for increasing the number of students completing IT related subjects, we have seen STEM become a well-known and considered term, which promotes digital learning. We have also recently celebrated the introduction of Digital Technologies in the Victorian Curriculum and DLTV has been there to support teachers and schools as they implement the new curriculum. Highly successful webinars have been held with teachers flocking to hear case studies and examples of the new curriculum. The resources and professional learning will continue to flow through 2016 with an emphasis on implementing the curriculum and assessment. This year saw the release of the new VCE Study Design: VCE Computing. A Resource Kit for VCE Computing was developed by a team of experienced teachers under the direction of DLTV. It contains sample SACs, solutions, timelines and advice for all units of the new study design, making it an essential aid in the implementation of the new course. There were also a number of VCE Computing workshops and webinars to support teachers in their planning and implementation. DLTV has also continued to support pre service teachers, offering specific events, advice and opportunities to participate in professional learning. The 2016 membership drive was a huge success and saw an increase of membership, especially in primary schools. Teachers understand the importance of being part of a community of teachers who support and challenge each other, and DLTV continues to offer and build on a huge range of resources and professional learning. Our journal has had two editions hit the website this year and our editors, Mike Phillips and Michael Henderson, have been able to bring us a quality journal full of articles and stories from Victorian teachers and researchers. We have continued to provide for the DET Strategic Partnerships Program (SPP) which provides funding to not-for-profit organisations to deliver programs to improve student achievement, engagement, health and well-being and/or teacher capacity. This partnership has enabled DLTV to provide quality professional learning to schools in how to implement the Digital Technologies curriculum. In July, the next annual DLTV conference, DigiCon, will be once again held at Swinburne University. With over 400 delegates last year, the conference was a huge success and showed the strength of digital learning and teaching in Victoria. Planning for this year’s DigiCon is well under way and the Committee are thrilled at the excellence shown across the program. The depth of Digital Learning and Teaching in Victoria is certainly a credit to its members and this is shown in the strength of DLTV’s community, where teachers are willing to take risk and support each other in learning and teaching. We continue to solidify our relationships with Government ministers, both federally and at state level, DET, CEO, ISV, ACCE and an ever-broadening range of industry partners. We have begun partnerships with the AFL, the Brainary, Google, Vic ICT for Women and continue our partnership with Centre Com. We have also reached out to other subject associations to develop networks and opportunities for collaborative professional learning. We are very much looking forward to a successful year and building the organisation for our members.
In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This paper focuses on student perceptions of the value of online videos in relation to their learning and reports on interviews conducted with students in a rural and remote university in Australia. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology.
