e-learning through digital theatre : breaking down the tyranny of distance and limits of location

In this article, we report on a cross-disciplinary, cross-cultural digital exchange project between Australian Drama and Education students and Dutch English Language and Culture students, and examine the impact of the place-independent, technology-mediated communications and collaboration on their learning trajectories. The intensive, intercultural collaboration between the two groups of students resulted in a 50-minute group-devised, digital theatre play entitled Quarter Acre Dreaming. This play, performed through live interactive media by both Dutch and Australian students, traced the historical development of the Australian suburb, while integrating scenes of Dutch immigration into Australia. In the creative process, the students on either side of the globe interacted through Computer-Mediated Communication (CMC), and used videoconferencing and Skype for live rehearsals and discussions to advance their learning of English, their performance repertoire and cross-cultural understanding.

New online ethnicities and the politics of representation

The paper interrogates the literature on online cultural and religious identities through a critical engagement of Stuart Hall's work on new ethnicity and regimes of representation. It suggests that this literature conflates Hall's notion of ‘new ethnicity’ with one that argues that online cultural and religious identities are ‘new’ because of transnational and global processes, the pervasiveness of computer-mediated communication and the global mobility of immigrants. Thus, current research on online ethnic and religious identities underestimates the complexity of Hall's concept and to highlight this complexity we ponder the extent to which new online ethnicities – as expressed in the current literature – reflect, construct or renegotiate so-called offline ethnicities. The paper concludes that online ethnic subjectivities, while providing alternative representations to counteract the dominant racist discourse within host societies, still reflect mimic essentialist voices.

E-Simulations for educating the professions in blended learning environments

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

A conversation analysis of the Iranian youths' written chats of English

The ever-increasing application of computer and internet mandates a longer domain for computer-mediated-communication (CMC). Internet chat as a principal feature of CMC has attracted tremendous attention among the youths in recent years. Thus, this study has focused on the written chats of 100 Iranian university students majoring in different disciplines. We analyzed 400 chat samples (composed of 4000 moves) in terms of opening and continuing speech functions based on Eggins and Slade’s (1997) model of casual conversation. We also examined humor and paralinguistic features based on taxonomies of Huffaker and Calvert (2005) and Nastri, Pen a, and Hancock (2006). Among the various types of speech functions, nine opening speech functions, seven continuing speech functions and four humor and paralinguistic features were investigated. The analysis of the data shows that the salient opening speech function has been‘ statement: opinion’ which provides attitudinal and evaluative information. Additionally, the outstanding types of continuing speech functions are ‘prolong: extend’, ‘prolong: enhance’, and ‘append: elaborate’. Therefore, it is in order for the participants to offer additional or contrasting information to the previous move or qualify it by giving details of time, place, condition, etc. Moreover, in case of interruption by the other chatter, the participants mostly tend to clarify, exemplify or reiterate the previous move. Furthermore, the participants produced irony, as a humorous element, in a great volume which is indicative of their tendency toward being indirect during conversation. The subjects also used many paralinguistic features such as misspellings and repeated punctuations in order to express their emotions and attract their partners’ attention in the absence of verbal communication.

Simulated jury decision making in online focus groups

Purpose – A significant issue in jury research has been the use of individual jurors to analyse jury decision-making. This paper aimed to examine the applicability of computer-mediated communication to a mock jury deliberation study.

Design/methodology/approach – Groups of three to five Australian residents anonymously attended a secure chat room and participated in a semi-structured discussion about a simulated child sexual assault scenario. Deliberation transcripts were analysed thematically using NVivo. A hermeneutic framework was used to analyse the deliberation transcripts.

Findings – Five interrelated themes were revealed, each reflecting the tools online juries used to communicate, create meaning, and arrive at a verdict. Electronic jury deliberation promoted an understanding of how people make sense of child sexual assault cases in Australia today.

Originality/value – This study advanced the understanding of online decision making in a child sexual assault scenario. It demonstrated that knowledge of how juries deliberate and create meaning could improve our understanding of how verdicts are achieved. Electronic mock juries are a valuable adjunct to traditional jury deliberation studies because they are cost effective, time efficient, and offer wider recruitment opportunities.

Adolescents’ physical activity : competition between perceived neighborhood sport facilities and home media resources

Objective. To examine the independent, competing, and interactive effects of perceived availability of specific types of media in the home and neighborhood sport facilities on adolescents’ leisure-time physical activity (PA).

Methods. Survey data from 34 369 students in 42 Hong Kong secondary schools were collected (2006–07). Respondents reported moderate-to-vigorous leisure-time PA, presence of sport facilities in the neighborhood and of media equipment in the home. Being sufficiently physically active was defined as engaging in at least 30 minutes of non-school leisure-time PA on a daily basis. Logistic regression and post-estimation linear combinations of regression coefficients were used to examine the independent and competing effects of sport facilities and media equipment on leisure-time PA.

Results. Perceived availability of sport facilities was positively (ORboys = 1.17; ORgirls = 1.26), and that of computer/Internet negatively (ORboys = 0.48; ORgirls = 0.41), associated with being sufficiently active. A significant positive association between video game console and being sufficiently active was found in girls (ORgirls = 1.19) but not in boys. Compared with adolescents without sport facilities and media equipment, those who reported sport facilities only were more likely to be physically active (ORboys = 1.26; ORgirls = 1.34), while those who additionally reported computer/Internet were less likely to be physically active (ORboys = 0.60; ORgirls = 0.54).

Conclusions. Perceived availability of sport facilities in the neighborhood may positively impact on adolescents’ level of physical activity. However, having computer/Internet may cancel out the effects of active opportunities in the neighborhood. This suggests that physical activity programs for adolescents need to consider limiting the access to computer-mediated communication as an important intervention component.

The Digital Divide: Differences in Computer Use between Home and School in Low Socio-economic Households

This article examines information and communication technologies(ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstratedin the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.

Debating the capacity of information and communication technology to promote inclusion

This chapter begins with an exploration of the digital divide in the Australian context. This discussion is followed by an examination of online education, professional development and the capacity of ICT to enhance the well-being of practitioners. The chapter then focuses on the use of ICT in human services and the rise of computer mediated self help and support groups. The potential for ICT to promote and extend political participation is also explored as well as the role of ICT in global development. Throughout, the potential for inclusion and exclusion is highlighted, using examples and critical analysis for exploring the inclusionary and exclusionary capacity of ICT.

Transforming frameworks: new approaches to CCTs and the pursuit of educational equity

Teacher educators throughout the world are increasingly under pressure to develop educational programs and school-based relationships which respond simultaneously to the multiple consequences of changed and changing technologies, new understandings of identity (what it means to be a teacher and a student) and persistently uneven pattems of educational (and social) success. Responses to these challenges regularly draw upon computer and communication technologies (CCTs) in the sometimes optimistic belief that this will improve the chance of any educational reform having a positive impact on students at risk of educational alienation and failure. Unfortunately, the gap between the hopeful embrace of technology and the actual outcomes delivered by technologically mediated educational innovations is often quite considerable. This paper investigates the kinds of educational conversations that are necessary to allow us to move beyond these optimistic adoptions of technology to address long standing patterns of educational success and failure and outlines a framework for transformative work in this area.

Teaching and learning: flexible modes and technology applications

Australian universities face many challenges In providing postgraduate midwifery education opportunities for registered nurses, particularly for those residing in rural areas. This paper will describe the measures implemented by a team of midwifery academics of Deakin university, Melbourne campus, specifically for units of study within the Graduate Diploma of Midwifery. As a consequence of these measures, student travel to a campus of the university and separation from their families and communities have been reduced. These innovative measures include a blended teaching approach incorporating face-to-face and online teaching consisting of Deakin Studies Online based in Web CT Vista, and Elluminate Live, an interactive online synchronous communication tool. Over the past 20 years in Australia, Deakin university has led the way in computer mediated learning methods and the challenge was to provide appropriate teaching strategies for course content to meet the requirements of the regulatory authority, the Nurses Board of Victoria (NBV), while promoting pedagogical methods of teaching and learning.

Teaching practices for effective cooperative learning in an online learning environment (OLE)

As a teaching practice the application of cooperative learning in tertiary education can present unique challenges for both the practitioner and her students. Mastering this teaching approach requires careful planning, design and implementation for effective deployment in a face-to-face setting. In this setting the success of the cooperative learning approach has been demonstrated. The complexity is significantly increased by additional variables such as the selection and application of technological teaching tools and the change in nature of existing variables including awareness of students' social and communication skills when applying this practice in an Online Learning Environment (OLE). In addition student acceptance of this e-learning approach to learning also needs to be carefully considered. The practitioner must be aware of these factors and have suitable methods in place to support collaboration and interaction between student groups to ensure the ultimate goal with regard to students' learning is achieved. This paper considers how cooperative learning can be combined effectively with these variables and factors of an OLE, and begins with the presentation of a conceptual framework to represent this relationship as a constructive teaching practice. It is anticipated that the conceptual framework would be applied by other practitioners to facilitate cooperative teaching within their OLE. To demonstrate the validity of the framework a case scenario is provided using an Information Technology (IT) undergraduate unit named 'IT Practice'. This is a wholly online unit where extensive participation by the students within small groups is a core requirement. The paper demonstrates the themes of designing curriculum and assessment, as well as flexible teaching strategies for learner diversity but primarily concentrates on managing an effective OLE; that is managing small groups in an online teaching environment.

Second life first hand: a teacher perspective

The professional landscape in public relations is changing as new communication and social networking technologies are integrated into day-to-day professional practice. Whilst adoption of such technologies by public relations practitioners is certainly on the increase, their use can still be regarded as limited and application experimental to some degree. However, few could argue that these technologies will be increasingly important to public relations practice in coming years.
In this context, public relations educators must strive to deliver a contemporary curriculum reflective of industry expectations and best practice principles but which also provides students with exposure to new communication contexts and technologies.

The advent of persistent virtual worlds generated by Massively Multiplayer Online Role Playing Games (MMORPGs) and Collaborative Virtual Environments (CVEs) offer new realms for public relations practitioners and educators alike. Virtual worlds potentially provide public relations educators with novel but relevant training grounds for their students. These 3D worlds offer dynamic and authentic learning environments which have the capability to foster deep learning and engender a sense of community within a student cohort in a way that many computer-mediated classrooms sadly lack.

This paper will present the experiences of two tertiary educators’ journey towards a conceptual understanding of the persistent virtual world, Second Life, from a teacher perspective. The paper argues that the successful adoption of new online technologies like Second Life need not be inhibited by preferences for technology or prior ICT skills as long as teaching staff are given the necessary support and training by their institutions coupled with opportunity for familiarisation and experimentation.

Computer-simulated environment for training : challenge of efficacy evaluation

Computer-assisted instruction has been around for decades. There has been much speculation about the benefits of computer-mediated learning. Numerous applications have been developed in different domains incorporated with emerging technologies. In recently years, advanced technologies, such as Augmented Reality (AR) and Virtual Reality (VR), have received much attention in their potential of creating interactive learning experience for the users. However, related literature and empirical studies indicated that learning effects in computer-simulated environments or Virtual Environments (VEs) are not systematically tested. Furthermore, the performance and learning in computer-simulated learning environment need to be evaluated through more rigorous methods. This paper suggests that 1) the efficacy of VEs is subject to a close examination, not only in terms of how VE-based training systems are easy of use, but also in terms of how effective learning is; 2) evaluation of learning in computer simulated learning environments is required to be reconsidered in terms of theoretical basis and evaluation methodologies that are relevant to the measurement of training effectiveness in computer-simulated virtual learning environment. This paper explains on how learning can be assessed in VEs through the lens of training evaluation.

Case study of electronic networking in an initial teacher education course

Electronic networking ('computer-mediated communication1), considered to be ‘unique domain for educational activity’ (Harasim, 1989:50) and ‘new educational paradigm’ (Mason & Kaye, 1989:23), has been widely used and researched in K-12 schooling, place-based undergraduate subjects and distance education courses. However, only a limited number of reports of usage with experienced teachers (professional development), beginning teachers (induction support) and trainee teachers (initial training) have been published. Hence, little is known about the ways in which this new medium might contribute to the acquisition and maintenance of professional knowledge in the field of teacher education. The purpose of this study was to document an application of electronic networking in an initial 'school-based1 teacher education course. Three factors which were considered to be important in the adoption of electronic networking were specifically addressed: (a) the potential of the medium to attract and maintain a representative and comprehensive audience', (b) the willingness of participants to use the medium for the notation of ideas about teaching; and, (c) the extent to which reflection on practice was evident in network messages. This study also identified and investigated other effects which emerged as participants attempted to negotiate personal relationships with new technology. A case study was selected to investigate audience, notation, reflection, and other effects, in a particular application. Data were collected using participant observation, software-generated statistics, printed documentation, university records, questionnaires, interviews and content analysis of messages. These data were used to describe and analyse network participation by trainee teachers, classroom teachers and university staff. The data revealed that an audience did exist on the electronic network but that this was not comprehensive. Teachers had difficulty accessing the network because of other school commitments, access to equipment and personal competence with microcomputers. These difficulties indicated that developing and maintaining the teacher audience may be a major problem with electronic networking in initial teacher education. This case study revealed that deeply held concerns about notation of ideas by trainee teachers and classroom teachers can be powerful reasons for limited network participation. For trainee teachers, recording ideas publicly presented special difficulties associated with written communication. They were concerned about writing for an audience; about what to write about and how to write it. The loss of visual and verbal cues which form part of face-to-face communication was also a problem leading to concerns about how messages would be received by others. However, the overwhelming concern of almost all trainee teachers about presenting their own ideas was Tear of criticism' from peers (in particular), and other participants on the network. Trainee teachers expressed concerns about the 'dangers' of putting their thoughts in writing, the scrutiny their messages might have received from others, and the public 'criticism' about what they wrote which might have appeared on the network. Knowing that messages were stored on the network, and could be retrieved at some later date, heightened anxiety about the vulnerability of written communication; what was written on one occasion may have to be defended at some later date when the views expressed initially were no longer held. Classroom teachers were also unsure about recording their own ideas in an electronic form. Like trainee teachers, they were concerned about the scrutiny their contributions might receive from other users, and the lack of visual and verbal cues which they had learnt to use in face-to-face communication. Notating ideas in text-based messages which were archived (by the software), and retrievable by others later, was also daunting to many teachers. Another major 'danger' for teachers was the possible repercussions of 'public comment' about curriculum policy and initiatives which they thought might get them into 'trouble' with their employer. Since very few messages were contributed to conferences, there was little evidence of reflection in network communication. In the main, the network was not used to share information and ideas about curriculum and teaching. Public examples of collaboration between participants were not evident, and the 'special knowledge' held by members in each distinct group of users was not elaborated and discussed. Messages were not used to request information or clarification about issues, to outline the processes by which decisions about teaching were reached, or to synthesis ideas from different sources. The potential of the medium to operationalise reflective practice was not realised. Among the effects observed, the use of an anonymous account to access the network, and the impact this had on participation (in one conference) was considered to be a particularly significant finding. While the opportunity to systematically investigate the effects of anonymity on network participation and message contributions was not realised (by the author) while the research was in progress, the effects observed and discussed are considered to be important and worthy of further investigation. In this case study, the anonymous account helped trainee teachers mask concerns about personal writing skills and fear of criticism from others, indicating that anonymity may alter communication patterns, particularly in the early stages of network use. Given the data collected in this case study, and the interpretations placed on it by the author, a pessimistic assessment of the place of electronic networking in initial teacher education courses was presented. For this situation to change - that is, for electronic discussions to become more fully integrated into course activities - four issues which need to be addressed were identified and discussed. These included clarification of the role of collaboration amongst participants in initial teacher education, the ways in which collaboration can be facilitated using electronic networking, the problems of notation - such as the difficulty of expressing ideas about teaching in written form, and the concerns about permanently archived messages - for teachers and trainee teachers, and the lack of skills which many trainee teachers bring to electronic discussions. In the context of initial teacher education, it was suggested that these four aspects require clarification and development before the potential advantages of electronic networking can be realised. Some specific suggestions about how these issues might be resolved were presented.

A taxonomy and mapping of computer-based critiquing tools

Critics have emerged in recent times as a specific tool feature to support users in computer-mediated tasks. These computer-supported critics provide proactive guidelines or suggestions for improvement to designs, code, and other digital artifacts. The concept of a critic has been adopted in various domains, including medical, programming, software engineering, design sketching, and others. Critics have been shown to be an effective mechanism for providing feedback to users. We propose a new critic taxonomy based on extensive review of the critic literature. The groups and elements of our critic taxonomy are presented and explained collectively with examples, including the mapping of 13 existing critic tools, predominantly for software engineering and programming education tasks to the taxonomy. We believe this critic taxonomy will assist others in identifying, categorizing, developing, and deploying computer-supported critics in a range of domains.