Using online environments to promote assessment as a learning enhancement process

The 21st century presents new challenges relating to the need for assessment to be more innovative, more responsive to students' needs, and more relevant and authentic. The characteristics of good assessment are well known and resources abound to assist academic staff to change their practices. Yet, at a time when the imperative for reconsidering practices has never been greater, it appears to be very difficult to bring about and maintain substantive change in assessment. This paper presents case studies that illustrate the way some academic staff have responded to the challenges. In particular, how the online environment can enhance learning through formative assessment is illustrated with four case studies. The paper outlines specific challenges faced in each case and  discusses issues that arose during development and delivery. It concludes by identifying some of the factors that helped to facilitate changes in assessment practices in these specific cases.

Technographic research in online education : context, culture and ICT consumption

Technologically-mediated learning environments are an increasingly common component of university experience. In this paper, the authors consider how the interrelated domains of policy contexts, new learning cultures and the consumption of information and communication technologies might be explored using the concept of technography. Understood here as a term referring to “the apprehension, reception, use, deployment, depiction and representation of technologies” (Woolgar, 2005, pp. 27-28), we consider how technographic studies in education might engage in productive dialogues with interdisciplinary research from the fields of cultural and cyber studies. We argue that what takes place in online learning and teaching environments is shaped by the logics and practices of technologies and their role in the production of new consumer cultures.

Quality in flexible, online and distance education at Deakin University, Australia

This chapter presents an overview of the management of quality for flexible, online and distance education (off-campus education) at Deakin University in Australia. In 1974, Deakin University was established as a dual-mode institution educating large numbers of both on- and off-campus students. From its foundation it has increasingly sought to provide the same learning resources, equivalent learning experiences and parity of outcomes to students studying in all modes (Hay, Lowe, Gibb & Anderson, 2002). While this was the ideal on which Deakin was founded, in practice approaches differed across various schools and courses where in some areas integration was achieved through an open-campus model, while in others the tendency was towards separation of the modes of delivery by course. Deakin’s history can be characterised as moving from dual-mode approaches to educating its student cohorts, to a now well articulated, integrated and institution-wide approach to assuring and improving the quality of all modes of educational delivery for an extremely diverse and complex set of student cohorts. In this regard, it makes no particular distinction between these student groups in its policies, procedures and processes relating to educational matters.

Commonising the enclosure : online games and reforming intellectual property regimes

Online computer gamers are a creative bunch, from the mayhem of first-person shooters (FPS) to the more social experiences of massive multiplayer online role-playing games (MMORPG), gamers are producing new content for their favourite titles at an amazing rate. This paper explores the rewriting of the boundaries in the production and ownership of intellectual property in the computer games industry. The purpose is to examine the potential for computer game studies to contribute to an understanding of an alternative intellectual property regime known as the commons. This paper will explore how computer games users establish commons-like formations, specific to the digital environment, that extend the confines of current intellectual property rights. It will argue that the productive activities of online gamers are not motivated by the traditional logic of market-based incentives. This represents a new condition which may contribute to a reformation of the privatising enclosure of the intellectual property system.
Keywords: massive multiplayer online

A hybrid ART-GRNN online learning neural network with a ε-insensitive loss function

In this brief, a new neural network model called generalized adaptive resonance theory (GART) is introduced. GART is a hybrid model that comprises a modified Gaussian adaptive resonance theory (MGA) and the generalized regression neural network (GRNN). It is an enhanced version of the GRNN, which preserves the online learning properties of adaptive resonance theory (ART). A series of empirical studies to assess the effectiveness of GART in classification, regression, and time series prediction tasks is conducted. The results demonstrate that GART is able to produce good performances as compared with those of other methods, including the online sequential extreme learning machine (OSELM) and sequential learning radial basis function (RBF) neural network models.

An online pruning strategy for supervised ARTMAP-based neural networks

Identifying an appropriate architecture of an artificial neural network (ANN) for a given task is important because learning and generalisation of an ANN is affected by its structure. In this paper, an online pruning strategy is proposed to participate in the learning process of two constructive networks, i.e. fuzzy ARTMAP (FAM) and fuzzy ARTMAP with dynamic decay adjustment (FAMDDA), and the resulting hybrid networks are called FAM/FAMDDA with temporary nodes (i.e. FAM-T and FAMDDA-T, respectively). FAM-T and FAMDDA-T possess a capability of reducing the network complexity online by removing unrepresentative neurons. The performances of FAM-T and FAMDDA-T are evaluated and compared with those of FAM and FAMDDA using a total of 13 benchmark data sets. To demonstrate the applicability of FAM-T and FAMDDA-T, a real fault detection and diagnosis task in a power plant is tested. The results from both benchmark studies and real-world application show that FAMDDA-T and FAM-T are able to yield satisfactory classification performances, with the advantage of having parsimonious network structures.

Online pattern classification with multiple neural network systems: an experimental study

In this paper, an empirical study of the development and application of a committee of neural networks on online pattern classification tasks is presented. A multiple classifier framework is designed by adopting an Adaptive Resonance Theory-based (ART) autonomously learning neural network as the building block. A number of algorithms for combining outputs from multiple neural classifiers are considered, and two benchmark data sets have been used to evaluate the applicability of the proposed system. Different learning strategies coupling offline and online learning approaches, as well as different input pattern representation schemes, including the "ensemble" and "modular" methods, have been examined experimentally. Benefits and shortcomings of each approach are systematically analyzed and discussed. The results are comparable, and in some cases superior, with those from other classification algorithms. The experiments demonstrate the potentials of the proposed multiple neural network systems in offering an alternative to handle online pattern classification tasks in possibly nonstationary environments.

I’m not like everybody else - online forums and PLT

This paper reports some of the findings from a study undertaken as part of the research component for a master of professional education and training degree.
The objectives of the study were to investigate students’ perceptions and satisfaction regarding CMC activities, including community of inquiry framework elements and self-system factors, and to frame recommendations that might improve the use of online discussions as a teaching medium in practical legal training.
A literature review identified themes arising from previous studies concerning the use of CMC in adult learning. The elements of the Community of Inquiry framework and Marzano and Kendall’s concept of students’ Self System were used as reference points to frame the study.
An online questionnaire was used to collect data from students who had undertaken online discussion activities as part of their practical legal training in the professional responsibility in New South Wales, Queensland and Victoria. The data included the students’ opinions, attitudes and perceptions regarding the online discussions. The data was analysed using descriptive statistics that tended to indicate the participants were satisfied with online discussions as teaching medium for PLT. Tests for association between certain variables conducted using Barnard’s Exact Test disclosed 30 possible associations.
This paper focuses on part of the findings, namely associations between the participants’ attributes and contexts, student-student interactions, and satisfaction with the learning experience.
Further research specifically concerning the design and delivery of blended programs of practical legal training would be beneficial. Further study involving quantitative and qualitative methods and regarding the use of computer-mediated communications in PLT is recommended.

The rise of the 'silver surfer' : online social networking and social inclusion for older adults

As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults’ wellbeing. Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults. To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults’ subjective experience of online social networking. Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.

The online identity : towards a hermeneutic phenomenological approach

In order to better understand how artists working in countercultural or ‘fringe’ creative practice use social media to create online persona I am using a hermeneutic phenomenological approach to investigate the lived experience of both online and offline persona creation by tattoo artists, street artists, craftivists, and slam poets. The use of phenomenology to investigate artists’ lived experience is particularly appropriate, as ‘artists are involved in giving shape to their lived experience, the products of art are, in a sense, lived experienced transformed into transcended configurations’ (Van Manen 2006: 74). This paper will outline the methodological underpinnings of this project, using these underpinnings to explore the benefits offered by phenomenology to internet studies.

Understanding how people use online social media sites to construct personas can benefit greatly from understanding the lived experience of those who use these technologies, the decisions they make in persona construction, and the online/offline, public/private continuums. A phenomenological approach ‘seeks to revel and richly portray the nature of human phenomena and the experiences of those who live through them’ (Grace & Ajjawi 2010: 197) and offers both the researchers and the participants a way to interrogate and interpret the experience of constructing online personas. A phenomenological approach allows for ‘an intimate awareness and deep understanding’ (Saldana, Leavy & Bertvas 2011: 8) of the experience of persona construction in online and offline spaces, and could equally be used to interrogate other aspects of internet use. 

Phenomenology and the online : the importance of studying experience

 Phenomenological research into the online experience offers real value to Internet Studies and Digital Humanities scholars for three key reasons. Firstly, as an explicitly qualitative approach, it offers a way to gain insights into the experience of going online that are not identified by those who study behaviour alone. Secondly, as phenomenological studies focus on the individual rather than the collective, the resulting small sample size means that the investment required in terms of time spent with participants is minimised. Finally, the interpretation that emerges through the phenomenological research process produces categorisations that could form the basis on which larger scale, Big Data, quantitative research projects could be built.
This paper will explore the above ideas through the lens of my doctoral research, which uses hermeneutic phenomenology to investigate the experience of persona construction by artists on the fringes of the traditional art world, specifically craftivists, tattoo artists, street artists, and performance poets. By incorporating the interpretive categorisations that have come from my early discussions, I will demonstrate the strength of a phenomenological approach to investigating the experience of using the world and social media to present the self to the world.

Developing online construction technology resources in tectonic design education

We outline issues of importance in relation to tectonic design within the architectural profession and the relationship to architectural education in Australia. Twelve years of research and curriculum development at Deakin University is discussed, involving the creation of online resources and case studies, digitally-integrated projects relating to building construction and design studio education. The ethos behind the Construction Primer of engaging students as ‘amateur researchers’ in a way that ensures ‘that student research work is worth more than course assessment’ forms the pedagogical foundation of much of this work. A model of Socially Networked Construction Technology education has been developed that integrates social networks and the Internet to engage students in tectonic design within and outside the classroom through authentic curricula. Through the use of Virtual Galleries, Blogs, YouTube and social networks, a culture of peer learning and sharing has been developed. Through shared knowledge facilitated through social networks, great potential lies for expanding the synergies between higher order learning and online resource development for design decision support.

The spectrum and the spectre of the public self : persona studies

One of the most intriguing elements of the study of celebrity is the complex relationship between the renowned individuals that have celebrity status and the populace. In past work, I have identified how celebrities “embody” audiences producing a kind of audience-subjectivity that is both collective and individual. If our media systems are producing slightly different collective configurations and quite different ways in which individuals exhibit and share, this relationship between the individual and the collective so foregrounded by celebrity culture may be differently constituted. This presentation will look at how the celebration of the self is played out now across culture in variations of the social and para-social structures of celebrity culture, in professional settings and what would be seen as forms of online leisure and recreational activities. In one sense, this is the spectre of celebrity that has now been virtualised by individuals and their forms of public display. In another sense, we now have a very diverse range and spectrum of public personalities which demands a more extensive analysis of the constitution of public persona, where the embodiment of collectives and the articulation of identity forms for different purposes and objectives produce via a series of micro-publics a substantially different public sphere.

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.

Cultural studies and matters of faith: the case of dhammawheel.com

 This article begins with the premise that cultural studies has neglected questions about religion and faith. Through an analysis of a discussion in an online Buddhist forum whereby the participants debate the issue of faith vis-a-vis knowledge, the paper explicates how Buddhism negotiates dominant cultural formations and evolves against various contexts of social struggles. The analysis also reveals how the participants articulate a vernacular theory of faith to rethink the relationships between reason, religion, faith, knowledge, and ethics. The article demonstrates how an engagement with a religious discourse elucidates themes that are of interest to cultural studies’ critical project, and argues that cultural studies has an ethical responsibility to engage with religion and address matters of faith.