2011 Australian LAMS & Learning Design Conference Sydney

Abstracts and Bios

Keynote 2: Student and Teacher Generated Designs

Debbie Evans

Macquarie ICT Innovation Centre

Cherrybrook Technology High School staff & students

Abstract In 2011 the Mobile Learning project team at Macquarie ICT Innovations Centre worked with year 11 Senior Science students (aged 16-17) from Cherrybrook Technology High School to design student-directed fieldwork activities for their peers, utilising mobile technology such as iPhones/iPads and software including LAMS, collaborative blogs and augmented reality using QR codes. Digital cameras, NOVA 5000 hand-held computers and student-issued notebooks were also used to collect and analyse biodiversity data in their local shared patch of bushland. These activities provided students with curriculum-centred learning opportunities that enabled authentic learning to occur outside the four walls of the classroom. The outcome was highly engaged students with a deep knowledge of their science curriculum as well as an action plan for future preservation and conservation of this patch by the end of the project. As a consolidation activity, these students took groups of year 5 students (aged 10-11) from the neighbouring primary school into their shared patch to guide them through t hese mobile learning activities.

The presentation will feature two of the year 11 students from Cherrybrook Technology High School and their Science teacher speaking about their experiences in designing LAMS lessons and guiding primary school students through these lessons. Exciting future modifications to the project, such as linking LAMS to augmented reality will also be discussed.


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Integration of external tools with GLUE! in LAMS: requirements, implementation and a case study.

Carlos Alario-Hoyos,
Miguel L. Bote-Lorenzo,
Eduardo Gómez-Sánchez,
David A. Velasco-Villanueva,
Juan I. Asensio-Pérez,
Guillermo Vega-Gorgojo and Adolfo Ruiz-Calleja

School of Telecommunication Engineering, University of Valladolid , Spain

Abstract LAMS is a well-known learning platform that enables the design, enactment and realization of sequenced collaborative learning activities. However, LAMS lessons are limited by a small set of built-in tools. Few works have so far tried to add new tools to LAMS, mainly due to the high development effort required. GLUE! (Group Learning Uniform Environment) is an architecture that could overcome this limitation, since it enables the integration of multiple existing external tools in multiple existing learning platforms with a low development effort. This paper discusses the requirements and decisions taken in the design and development of a GLUE! adapter for LAMS. This adapter enables a seamless integration of third-party tools, supporting also the main LAMS distinctive features, namely: the monitoring of students' performance, the creation of learning pathways and the sharing of learning designs. Evidences of the appropriateness of the approach have been gathered by means of a case study that includes the design and enactment of a lesson that requires third-party tools. This lesson has already been tested by the authors and will be realized by real students during this semester.

Bio Carlos Alario is currently a PhD student and a teaching assistant at the Department of Signal Theory, Communications and Telematics Engineering in the University of Valladolid, Spain. He received his MSc degree in telecommunications engineering from that University in 2007. His research interests include software applications and systems with special focus in Computer-Supported Collaborative Learning. He has been working in the last few years in the interoperability of third-party applications and learning platforms, including LAMS, in order to support the design, enactment and realization of collaborative learning situations.

Carlos Alario
School of Telecommunication Engineering
University of Valladolid, Spain
Email: calahoy@gsic.uva.es

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Learning Design: my viewpoints on current trends

Chris Alexander

University of Nicosia

Abstract In this high-quality multimedia presentation, I will present some of my viewpoints on current trends in learning design. The presentation therefore commences with a look at two well-known definitions of learning design and then discusses Gráinne Conole's new book on learning design. After that, I describe some of the better-known pedagogic planners suggesting that we now should be moving to second-generation planners that are able to create high-quality runnable versions. There is also some discussion on the universal learning design trend to share/reuse good ideas. Next, a detailed explanation of the way I go about designing e-learning courses is described and an example of a full LAMS e-lecture on computer assisted language learning and a full LAMS e-course on research methods in Applied Linguistics and TESOL is provided. Finally, I draw attention to the need to think about what learning actually is and I also emphasise the importance of keeping up with technology. This presentation therefore may be of interest to those currently involved in, or new to, learning design. It may also be a useful reference point for TEL students.

Bio Dr Chris Alexander is the Language Lab Coordinator and LAMS Trainer/Administrator at e University of Nicosia. He is an Assistant Professor in Applied Linguistics and TESOL (Teaching English to Speakers of Other Languages). His Doctorate in Applied Linguistics and TESOL is from Bristol University. He has researched how to develop eective Internet pedagogies for TESOL (Teaching English to Speakers of Other Languages) and is currently researching LAMS use in TESOL. He is a member of the Editorial Board for a number of international CALL (Computer Assisted Language Learning) and TESOL journals and has many paperback and online publications.


Dr Christopher Alexander
Assistant Professor in Applied Linguistics and TESOL e University of Nicosia, Cyprus
Email: alexander.c@unic.ac.cy


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Adopting learning design with LAMS: multi-dimensional, synchronous large-scale adoption of innovation

Emil Badilescu-Buga

Macquarie E-Learning Centre of Excellence (MELCOE), Macquarie University

Abstract Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to makea new technology based concept an integral part of the education system. In order to investigate and determine the elements that block the adoption of learning design tools in general, the study will review research papersthat have been published in recent years on this subject, especially LAMS. The study will discuss patterns of critical aspects related to adoption of learning design tools and derive an inquiry framework that can be used infollow-upstudieswhich will aim to collect relevant empirical data from practitioners toidentify key progress measuresof the adoptionprocess. These measures may be used later to devise strategies that will see increased adoption of online learning design tools such as LAMS in school systems and higher education institutions.

Bio Emil is a PhD student at Macquarie University, in Sydney, Australia. His area of research is focused on diffusion and adoption of innovation in education. Emil has worked for over six years at NSW Department of Education and Communities, Australia working on the implementation of several large scale initiatives aimed at adoption of technology in the school education system. Emil has also worked with many Australian Universities and K-12 educational organisations on exploring collaboration opportunities for the establishment of national research programs.


Emil Badilescu-Buga
Macquarie E-Learning Centre of Excellence, Macquarie University, Sydney
Email: emil.badilescu-buga@mq.edu.au

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Using the Learning Designer to develop a conceptual framework for linking learning design tools and systems

Matt Bower

Macquarie University

Brock Craft, Diana Laurillard

London Knowledge Lab, Institute of Education, London, UK

Liz Masterman

University of Oxford, UK

Abstract This paper outlines a pedagogical rationale for a new range of analytic features within learning design systems such as LAMS and Moodle, based on the Learning Designer tool. The new tool could bring new elements into contemporary learning design systems, such as the pedagogical approach, type of thinking engaged, and the optimal allocation of learner and teacher time. The opportunity to express learning designs in these terms would encourage teacher-designers to focus on the pedagogically pertinent aspects of their learning designs and increase the level of analytic support available to them. The approach proposes a common conceptual framework for learning design, complementing the common technical specification pioneered by IMS LD, and would enable a different type of interoperability between learning design systems.


Matt Bower After beginning professional life as an actuary, Matt soon decided that his true passion was education. After returning to Macquarie to complete a diploma of education, he taught high school Mathematics for several years in Sydney, Alice Springs, and the UK. With an interest in applying IT to educational contexts, Matt then completed a Bachelor of Science in Computing and a Masters degree in Education (online education) and soon after joined Macquarie University's Postgraduate Professional Development Programs to develop and teach in their new online Graduate Diploma of IT program. His PhD thesis titled "Designing for Interactive and Collaborative Learning in a Web- Conferencing Environment" provided him with the background for his current position as Senior Lecturer in ICT for the School of Education at Macquarie University.

Liz Masterman Liz Masterman is a senior researcher with the Learning Technologies Group at Oxford University Computing Services, and has an interest in sociocultural approaches to the design and evaluation of learning technologies. Her main eld of research is learning design, and she has been a co-investigator in the ESRC/EPSRC-funded Learning Design Support Environment project, part of the TLRP-TEL programme. Liz was also the lead researcher on a recent investigation into the impact of Open Educational Resources in UK universities, funded by the Joint Information Systems Committee.


Matt Bower
Lecturer Information and Communication Technology
School of Education, Macquarie University
Email: Matt.Bower@aces.mq.edu.au

Dr Liz Masterman
Oxford University, UK
Email: liz.masterman@oucs.ox.ac.uk


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The final chapter: Implementing effective learning designs

Leanne Cameron

Australian Catholic University, Sydney

This project demonstrated that generic learning designs can serve as pedagogical frameworks to support academic staff in creating new learning experiences, with the lecturer adapting the learning design, specifying the particular activities and choosing or creating the resources and supports needed to suit his/her students (Bennett, Lockyer & Agostino, 2004). It also explored the issues to emerge from the implementation of learning designs and identified barriers to their widespread adoption and ways of overcoming them. These findings underpin the implementation of learning design templates which address these adoption challenges in their design and streamlines the planning process. The templates developed can be used by academic staff to tailor exemplary examples to meet the individual lecturer's, and/or course co-ordinator's, particular requirements, whilst providing them with the underlying pedagogical principals involved in the learning design. Within the project, a framework and design guidelines that provide a comprehensive scaffold for academics was also created to assist them in the development of inspiring learning design examples and supportive activities.

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LAMS-Moodle integration for increased clinical training capacity

Eileen Chau and Glenn Mason

University of Western Sydney, Sydney, Australia

Abstract The University of Western Sydney (UWS) School of Medicine provides medical students with an intensive introduction to the social and cultural contexts of health care and illness prevention through community immersion. The Medicine-in-Context (MiC) program complements traditional hospital placements with community-based attachments. Third year medical students are placed in community organisations and general practices (GPs) where, under supervision, they will experience first-hand some of the many services that contribute to the health and well-being of people living in the greater western Sydney region. Community and GP supervisors of students are pivotal to the effectiveness of student learning.

With funding under the Increased Clinical Training Capacity (ICTC) Program of the Department of Health and Ageing, the School of Medicine is able to develop e-Learning resources to support pedagogical skills development that will assist supervisors to integrate MiC learning outcomes with the strengths and opportunities available in different organisations, thus increasing the number of trained trainers and new training opportunities for medical students in community settings. This presentation demonstrates how the integration of LAMS into Moodle results in a responsive and flexible train-the-trainer program to meet the diverse professional development needs with activities that facilitate experience-sharing and reflection-in-action essential for adult learning.

Bio Eileen is educational designer for the UWS ICTC project funded by the Department of Health and Ageing. She has MA degrees in e-Learning and TESOL from the University of Technology, Sydney (UTS). Her current role is Senior Education Officer in Training & Education Support, TAFE NSW. She has extensive experience in adult education and training including lecturer in e-Learning Design at UTS, project officer in Professional Learning Directorate, senior learning design officer at the Centre for Learning Innovation, teacher and curriculum officer in NSW Adult Migrant English Service. 

Glenn is the e-Learning manager at the School of Medicine, UWS. He has an MA in e-Learning from the University of Technology, Sydney and an MSc in Cognitive Science and Natural Language Processing from the University of Essex (UK). For his PhD at the School of Medicine he is investigating the area of online patient education. He has wide and varied experience in technology and online learning and has recently been part of a joint Macquarie University and UWS ALTC project investigating learning design in the teaching and learning of the basic sciences for medical undergraduates.

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Adoption of Learning Designs in Teacher Training and Medical Education: Templates versus Embedded Content

James Dalziel

Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University

Bronwen Dalziel

School of Medicine, University of Western Sydney

One of the ongoing challenges in the field of Learning Design is how to most effectively support educators in the development of innovative e-learning through the adoption and adaptation of learning design templates. This paper reflects on experiences from two recent higher education projects in teacher training and medical education, and considers the advantages and disadvantages of templates as compared to learning designs with embedded discipline content.

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Visualized Learning Design : The Challenges of an innovation transfer for the design, development and implementation of technology – enhanced lessons in the Cyprus e ducational system

Antri Avraamidou and
Anastasia Economou

Cyprus Pedagogical Institute, Cyprus

Abstract The adoption of a new Learning Design methodology, especially when it is related to Information and Communication Technology (ICT), by teachers in Cyprus is a challenge. This paper describes and evaluates the process of transferring such a Learning Design innovation as developed by UK 's Open University to elementary and secondary education teachers in the context of Cyprus , its impact on their practice as well as barriers obstructing the transfer. Lastly suggestions for future implementation are given in the conclusion's part.


Anastasia Economou received her BSc in Elementary Education from Boston University, her Master's degree in Educational Media and Computers from Arizona State University and her MBA degree from the University of Cyprus. She has worked as an elementary school teacher and as a teacher trainer at the Cyprus Pedagogical Institute (CPI). As of August 2005 she is the head of the Educational Technology Department at the CPI. Her interests include the use of ICT in the learning process, eLearning, teachers' continuous professional development, internet safety and instructional design.

Antri Avraamidou is a school teacher holding an MA in ICT and Education (University of Leeds). She has worked in elementary schools in Cyprus and has been a research associate at the Cyprus Pedagogical Institute. She is now a PhD student (University of Leeds) and her research interests include video/digital games and learning mathematics through gameplay.


Anastasia Economou
Cyprus Pedagogical Institute, Cyprus
Email: anasta@cyearn.pi.ac.cy

Antri Avraamidou
Cyprus Pedagogical Institute, Cyprus
Email: antriav@cyearn.pi.ac.cy

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Learning in LAMS: lesson from a student teacher exploring gene ethics.

Carina Dennis

University of Technology , Sydney , Australia

Abstract Due to its complex and microscopic nature, genetics is a difficult subject for many learners to conceptually grasp. Graphics, animation and video material can be extremely helpful to their understanding. A wealth of educational online content about genetics has been created over the past decade in the wake of the human genome being sequenced. However, these digital resources are distributed across disparate sites and it requires a high level of content and pedagogical knowledge to orchestrate the progression and choice of material available to the learner, as well as technical expertise to bundle the resources in a meaningful and accessible format. A contextualised learning sequence, called 'Gene Medicine', has been designed in LAMS by the author, a student teacher who has a doctorate in human genetics, and who has undertaken a career change to teach science to secondary students. This paper reflects an ongoing professional learning experience as the author integrates her high-content expertise and developing pedagogical knowledge within the LAMS digital environment.

Bio Carina Dennis is studying for a Bachelor of Teaching in Secondary Education at the University of Technology Sydney. Dr Dennis completed a doctorate in Genetics at the University of Oxford in 1996, after obtaining her undergraduate science Honours degre at the University of Queensland. Dr Dennis worked as an editor for the science journals Nature and Nature Genetics, based in London, New York and Washington DC (1977-2002). She edited the landmark publication of the human genome and also co-authored the books entitled 'The Human Genome' (2001) and '50 years of DNA' (2003). Dr Dennis contributed to the establishment of an inaugural research mentoring award in 2006. Since returning to Australia in 2002, Dr Dennis has worked as the Australasia News Correspondent to Nature and has been a judge for the Australian Museum's Eureka Awards.


Carina Dennis PhD
Email: cdennis31@gmail.com

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Virtual history teaching in LAMS

Eva Dobozy

School of Education
Edith Cowan University, Perth , Western Australia

Abstract This paper explores the need for greater clarity of Learning Design (LD) conceptualisation. Building on Cameron's (2010) work, a three-tiered LD architecture is introduced, prior to the illustration of its application. In particular, the papersets forth a conceptual framework for the need to implementation of technology-enhance learning (TEL) and learning design in History. The conceptualisation and organisation of the virtual history fieldtrip module in LAMS illustrates the foundations, scope and ambitions of the learning design project, which is underpinned by an educational psychology framework and firmly linked to the goals of the new Australian curriculum.

Bio Eva has worked in Swiss and Australian schools and higher education institutions. Her special interests include problem-based learning with ICT, student learning engagement and the development and testing of interactive blended learning tasks. Eva has been part of several ICT-related projects testing the feasibility of interactive lecture podcasting and online academic learning support. More recently, she has been studying barriers to effective utilisation of flexible and technology-mediated learning provisions. She is widely published and her latest coauthored book: Educational Psychology (forthcoming) includes references to cutting edge research and features contemporary and multimedia-enhanced lesson ideas for the K-12 classroom. Eva was awarded the Early Career Award from the Western Australian Institute for Educational Research in recognition of her ability to generate new knowledge about the impact of democratic, learner-centric pedagogical practices on students' learning experiences.


Eva Dobozy

Email: eva.dobozy@gmail.com

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Student and teacher generated designs: Q&A

Debbie Evans

Macquarie ICT Innovations Centre

Cherrybrook Technology High School staff & students

Abstract This question and answer session will feature a number of the Mobile Learning project team from the Macquarie ICT Innovations Centre, students and teachers from the schools involved in the project. They will be available to answer questions about their experiences in designing LAMS lessons and guiding primary school students through these lessons. In 2011 t worked with year 11 Senior Science students (aged 16-17) from Cherrybrook Technology High School to design student-directed fieldwork activities for their peers, utilising mobile technology such as iPhones/iPads and software including LAMS, collaborative blogs and augmented reality using QR codes. Digital cameras, NOVA 5000 hand-held computers and student-issued notebooks were also used to collect and analyse biodiversity data in their local shared patch of bushland. These activities provided students with curriculum-centred learning opportunities that enabled authentic learning to occur outside the four walls of the classroom. The outcome was highly engaged students with a deep knowledge of their science curriculum as well as an action plan for future preservation and conservation of this patch by the end of the project. As a consolidation activity, these students took groups of year 5 students (aged 10-11) from the neighbouring primary school into their shared patch to guide them through these mobile learning activities.

Bio Deborah is currently Centre Director, Macquarie ICT Innovations Centre, Macquarie University. This facility is a collaborative agreement between Macquarie University and the NSW Department of Education. She has worked in NSW DEC for 31 years as a primary school classroom teacher, computer coordinator, Assistant Principal and now Centre Director. Her experience in the integration of information and communications technologies began in the mid 80s with the Computers in Schools program. In 2003 Deborah was introduced to the earliest version of LAMS and has worked with students and teachers ever since to design, implement and evaluate innovative ways of enhancing teaching and learning using dynamic and emerging technologies such as LAMS.

Debbie Evans
Centre Director I Macquarie ICT Innovations Centre
Email: deborah.evans2@det.nsw.edu.au

Subscribe to the centre's latest project to discover more: http://www.3dedrats.com

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LAMS, Blended Learning and Paradigm Shift

Paul Gagnon

Nanyang Technological University , Singapore

Abstract To highlight the challenges, opportunities and prognostications consonant with this disruption, broad references will be drawn from this author's experiences in the adoption and rollout of LAMS over the past five years at two different institutions of higher learning. In particular, three applications will be profiled: First, LAMS as the design and instructional anchor to a collaboration between the then Centre for Educational Development and the College of Engineering at NTU in the development and piloting of several fully online Distance Education(DE) courses for a Master of Science degree; Second, LAMS as the designated key interactive technology at Duke-NUS Graduate Medical School where it was used to facilitate the development, delivery and support of a Blended Learning Team Based pedagogy to rollout their newly established graduate research PhD programme; and Third, the development of a new medical school eLearning ecosystem with LAMS playing an integral part in the both the design and tracking of the student learning experience.

Bio Paul is the Director of E-Learning and IT Services at the newly establised Lee Kong Chian School of Medicine, a joint medical school by Imperial College London and Nanyang Technological University, Singapore. He is responsible for the development and delivery of the eLearning Strategy to guide the Blended Learning pedagogy now being emphasized within the medical school. His research interests include how to successfully morph existing effective F2F pedagogical practices to online learning environments, the role of online pedagogical agents, and the relevance of the latest research in Cognitive Psychology and Cognitive Neuroscience to advance online teaching and learnign. He has led teams in pioneering (i) effective online course development and delivery, (ii) the use of Content Management Delivery Systems, (iii) mobile learning applications, and (iv) the use of synchronous Virtual Classroom technologies.


Paul Gagnon
Lee Kong Chian School of Medicine
Nanyang Technological University.
Singapore 637331
Email: pgagnon@ntu.edu.sg

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An emerging learning design for student-generated 'iVideos'

Matthew Kearney, Glynis Jones

University of Technology, Sydney, Australia 

Lynn Roberts

Institute of Education, University of London

Abstract This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed “to evoke powerful experiences about educative ideas” (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.


Matthew Kearney is a member of UTS: Education's Centre for Research in Learning and Change. His main research areeas are in the area of technology-mediated learning in K-12 and teacher education contexts. He has been a team leader or co-researcher in funded eLearning research and development projects in collaboration with industry, government and professional organisations and has been involved in several projects focusing on the development and use of learning designs.

Glynis Jones currently works as an ICT Pedagogy Officer at UTS as a result of the work she has done in schools over many years. Her recent publications include 'Teachers Take on Technology: seven years on' (2008), a review of teachers' use of technology in schools of the Broken Bay diocese, and 'Learning in a technology rich learning environment' (2009), which reviewed the 1:1 laptop program of a high school. Other areas of research include the use of agile learning spaces, blended and online learning, the use of handheld technologies and the potential and impact of these on the learning process.

Lynn Roberts is a Lecturer in Education at the Institute of education, University of London. SHe is interested in the use of nerw media technology in learning and teaching. She was involved in the coordination and evaluation of the national ICT Test Bed project in an infants' school in East London between 2003 and 2006. Findings from this project were presented at the international CARN (Collaborative Action Research Network) conferences in Malaga (2004); Utrecht (2005) and Nottingham (2006).


Matthew Kearney
University of Technology, Sydney, Australia
Email: Matthew.Kearney@uts.edu.au

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Technology enhanced scaffolding in Language Teaching: Using LessonLAMS for Korean as a foreign language

Jung-Sook (Sue) Lim, Chris Campbell and Simone Smala

University of Queensland, St Lucia, Australia

Abstract The aim of this proposed and work in progress project is to provide a language learning design principle using the Learning Activity Management System (LAMS) as a platform in authentic classroom situations. The research project will use an experimental LessonLAMS sequence and is designed using a 'Dynamic Scaffolding Technique'within the learner's zone of proximal development (ZPD) (Vygotsky& Cole, 1978). The learning design of the LessonLAMS sequence will be incorporated in classroom instruction. The research focus is on different forms of technology-enhanced learning tasks, which can be designed and implemented in foreign language classroom instruction. Participants are South East Queensland secondary students who are learning Korean as a foreign language as an elective subject. Data will be collected on learning behaviour using student tracking data which is available in each LessonLAMS sequence. Students will also complete focus group interviews and questionnaires to illuminate their learning experiences as part of the study.


Dr Chris Campbell completed her doctorate at the University of Wollongong and investigated "The role of the Internet in the primary classroom". She began her academic career at La Trobe University where she gained both faculty and university wide grants as well as an ARC grant titled "Pedagogical approaches that influence students' learning and capacity for self regulation". Dr Campbell's research interests also include learning design, virtual worlds research including Second Life and iPods in secondary schools. She has also completed work on self regulation and ICT in the classroom. Dr Campbell is currently working on the Teaching Teachers for the Future (TTF) project which is a $7.8 million grant involving every teacher education institution in Australia.

Dr Simone Smala is a lecturer in language, literacies and sociology of education. Drawing from a background as a middle years and secondary teacher, Simone now focuses her research on Content and Language Integrated Learning (CLIL) in bilingual, immersion and TESOL settings. Simone uses theoretical lenses that include governmentality, social capital theory, educational policy, Bourdieu, and second language acquisition theories. Simone publishes in both English and German and has extensive research connections in Europe.


Dr Chris Cambell
University of Queensland
Email: chris.campbell@uq.edu.au

Dr Simone Smala
University of Queensland
Email: s.smala@uq.edu.au

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The impact of OER on teaching and learning in UK universities: implications for Learning Design

Liz Masterman, Joanna Wild

Learning Technologies Group
University of Oxford , UK

David White, Marion Manton

Technology-Assisted Lifelong Learning Unit, Department for Continuing Education
University of Oxford , UK

In recent years, universities in the UK have received significant funds for the production and release of open educational resources (OER). In acknowledgment of the growing need to explore the demand side, a small-scale qualitative investigation was conducted into the benefits of, and challenges to, incorporating OER into teaching and learning from the perspective of lecturers themselves. To capture a wide range of OER experience, we interviewed teaching staff who were already experienced users of OER, and held workshops with staff who were engaging with OER for the first time. This paper reports our findings, which show an unmistakable groundswell in favour of openness, and a receptivity to licensed resources from other institutions, despite the absence of a critical mass of materials in some disciplines. However, pedagogic intent, granularity and preserving one's distinctive 'teaching voice' are common concerns. The paper additionally considers the implications of these findings for the practice of Learning Design and outlines how digital tools can support the creation of open learning designs.


Liz Masterman is a senior researcher with the Learning Technologies Group at Oxford University Computing Services, and has an interest in sociocultural approaches to the design and evaluation of learning technologies. Her main !eld of research is learning design, and she has been a co-investigator in the ESRC/EPSRC-funded Learning Design Support Environment project, part of the TLRP-TEL programme. Liz was also the lead researcher on a recent investigation into the impact of Open Educational Resources in UK universities, funded by the Joint Information Systems Committee.


Dr Liz Masterman
Oxford University, UK

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Introducing e-learning through LAMS at the 3rd High School of Metamorfosis, Athens:
Lessons learn from implementing in all disciplines

Spyros Papadakis

Hellenic Open University, Patras, Greece

Giorgos Fakiolakis

3rd High School, Metamorfosis, Greece

Abstract This paper reports on outcomes of introducing e-learning in High Schools in Greece through LAMS. More than 100 LAMS sequences were applied during the last 8 months in the context of all disciplines at a Greek High School (3rd Gymnasium of Metamorphosis, Athens). In this case study we present the implementation of an in-service training for teachers as a prerequisite for applying e-learning in School. The authoring of LAMS sequences by teachers themselves and the results of their usage in all classes and in almost all disciplines. The evaluation proved that LAMS is a friendly and stable environment that facilitates and extends the face to face teaching. LAMS sequences proved to be very attractive to teachers and students. Even teachers with little or no experience in using ICT created and used e-learning successfully in their classroom digital lessons.

Bio Spyros Papadakis is currently Consultant Professor at the Hellenic Open University and member of the research team in the Education and Training Direction of the Computer Technology Institute & Press (CTI Diophantus), Greece. He is the coordinator of the Greek Educator's LAMS Community. He holds a PhD in Computer Science, a Master in Adult Education, a Postgraduate Certificate in Open and Distance Education and a Bachelor in Mathematics. He has extensive teaching experience in the schools sector from secondary to professional development. His current research interests include learning design, adult education and teachers training, teaching and learning in blended learning environments. He has authored or co-authored 7 books and 3 chapters (among them is the book "Basic skills in ICT" for all (134.000) Teacher's Training in Greece and over 40 research papers in international journals and conferences. He serves as a reviewer for journals and conferences.

Giorgos Fakiolakis is teacher in ICT. He holds a Master in Information Systems from the Hellenic Open University and a Bachelor in Physics from the University of Crete, Greece. His current role is Informatics teacher in secondary education and ICT and e-learning manager at the 3td High School of Metamorfosis, Greece. He has experience over than 25 years in education.


Dr Spyros Papadakis
Hellenic Open University
Patras, Greece
Εmail: papadakis@eap.gr

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LAMS as the next stage in the evolution of e-learning at Sydney Distance Education High School

Daniel Rattigan

Sydney Distance Education High School

Abstract Sydney Distance Education High School is at the beginning of its journey with LAMS. This presentation will provide a background to e-learning development at SDEHS including our varied implementation of Moodle. It will outline the opportunities we see LAMS providing in order to take e-learning to the next level for our students (and staff). A particular focus will be on LAMS' ability to personalise the learning experience for our students who have a wide range of needs. We are planning to utilise LAMS to present course work for Stage 5 and project work (and scaffolds) for Stage 6.

Bio Daniel Rattigan is currently Head Teacher Computing Studies at Sydney Distance Education High School. He holds a Bachelor of Education from Curtin University (Western Australia), and is currently completing his Master of Education with a focus on e-learning, at the University of Technology, Sydney. He has experience teaching in Western Australia, the United Kingdom and New South Wales. Daniel has been working with Moodle since 2007 to design, develop and deliver fully online Stage 5 and 6 Computing Studies courses at SDEHS.


Daniel Rattigan
Sydney Distance Education HS, Australia
Email: daniel.rattigan@det.nsw.edu.au


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Digital Literacies: A workshop

Simon Walker

Greenwich University

Abstract Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students' transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies. Therefore, the aim of this project is to: develop a model to support digital maturity linked to graduate attribute development.

Bio Simon Walker is Head of the Educational Development Unit at the University of Greenwich, and responsible for a wide range of strategic university initiatives in learning, teaching and assessment. He has led a number of nationally funded technology–enhanced learning and change management projects and, in 2006, was awarded a Higher Education Academy National Teaching Fellowship. He is Director of a new Digital Literacy in Higher Education project, part of a UK programme focusing on
undergraduate student transition. In 2011 he set up a new university research group, the e-Centre, to develop technology-enhanced learning research across the disciplines.


Simon Walker
School of Education, University of Greenwich, UK
Email: s.walker@greenwich.ac.uk

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