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Global Learn Asia Pacific 2011--Global Conference on Learning and Technology

Mar 28, 2011 Volume 2011, Number 1

Editors

Siew-Mee Barton; John Hedberg; Katsuaki Suzuki

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Table of Contents

Number of papers: 337

  1. Barriers and Motivations to Student Adoption of OpenOffice.org

    Ariana Eichelberger & Paul McKimmy, University of Hawaii at Manoa, College of Education, United States

    The University of Hawaii at Manoa’s College of Education (COE) has expanded its file format standardization to include Open Document Formats. Students entering online teacher preparation programs... More

    pp. 1652-1657

  2. Open Source Software for Education

    Kristina Hoeppner & Andrew Boag, Catalyst IT, New Zealand

    In this demonstration we want to show Global Learn participants how the open source web applications Moodle (LMS), Mahara (e-portfolio) and Koha (library management) can be implemented (together)... More

    p. 1658

  3. The Role of Motivation, Attitude, Anxiety and Instrumental Orientation in Influencing Learners’ Performance in English as a Second Language in OUM

    Latifah Abdol Latif, Open University Malaysia, Malaysia; Mansor Fadzil, Ramli BAhroom, Wardah Mohamad & Man San Ng, OUM, Malaysia

    The objective of this research is to determine the relationship between the various socio-psychological variables like attitude, motivation, anxiety and instrumental orientation on performance in... More

    pp. 1659-1668

  4. Technology in Learning English as a Foreign Language in Saudi Arabia

    Mishal H. Al Shammari & Ibrahim Albalawi, King Saud University, Saudi Arabia

    This study explores the use of the Internet by Saudi English as a Foreign Language (EFL) learners at the Institute of Public Administration (IPA) in Dammam, Saudi Arabia. It aims to answer two... More

    pp. 1669-1678

  5. Make English a part of Taiwanese’ lives

    Luby Liao, University of San Diego, United States

    This paper reports on my project to change the way Taiwanese learn English. Most Taiwanese do not read, write or speak English. Yet, Taiwanese students study English up until their sophomore year ... More

    pp. 1679-1682

  6. Effective learning materials for mobile devices: Image vs. Sound

    Haruko Miyakoda, Tsuda College, Japan, Japan; Kei-ichi Kaneko, Tokyo University of Agriculture and Technology, Japan; Masatoshi Ishikawa, Tokyo Seitoku University, Japan

    According to previous studies, visual data help to enhance vocabulary learning in a foreign language (e.g. Yeh and Wang, 2003). However, it is not easy to create visual data for all lexical items. ... More

    pp. 1683-1690

  7. Development and evaluation of groupware which aimed at the betterment of information exchange between a student and a guardian on grade level

    Hiroshi Nakayama, Tokyo Denki University, Japan; Yasuyuki Sakamoto, University of Tsukuba Senior High School at Sakado, Japan; Abdusalam Dawut, Tokyo Denki University, Japan

    Nakayama (2005) developed the groupware (E-WEAR) that is able to be the information exchange smoothly between a teacher and a guardian using network functions such as E-mail, aiming at performing... More

    pp. 1691-1699

  8. Cidadania Digital: Addressing digital divides in Bahia, Brazil

    Patricia Leigh, Iowa State University, United States

    In an effort to begin the initial stages of an investigation of digital equity and inclusion for Brazilians, particularly those of African descent, the author spent eight weeks in Brazil during... More

    pp. 1700-1703

  9. An Investigation into University Students’ Experiences and Perceptions of Using Technologies

    Yukiko Maruyama, Tokai University, Japan

    It seems to be important for educator to reveal the detailed the diversity of students’ use and experiences. Moreover to reveal students' perceptions of using of the technologies in detail... More

    pp. 1704-1709

  10. Life at the Interface: Some Pedagogical Significances of Human-Technology Relations

    Catherine Adams, University of Alberta, Canada

    This paper engages a phenomenological analysis of the interface, that is, the site of teachers' and students' everyday, pre-reflective involvements with digital media technologies. I explore the... More

    pp. 1710-1717

  11. Facebook and gendered views of ICT

    Helen Forgasz, Gilah Leder & Hazel Tan, Monash University, Australia

    Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from a sample of the general public in Australia and elsewhere in the world. Views on the... More

    pp. 1718-1727

  12. Young People, the Internet and Agency

    Luciana Pangrazio, Graduate School of Education, The University of Melbourne, Australia

    This paper is an exploration of how the internet could help young people develop a sense of agency. Incorporating Bourdieu’s theory of habitus it defines agency, explaining its role in helping a... More

    pp. 1728-1737

  13. Murder under the Microscope - a model for best practice.

    Catherine Nielsen, NSW Department of Education and Training, Australia

    This paper is a report on a series of evaluations over a four year period of an online, environmental game, Murder under the Microscope. Results were analysed to determine the success of student... More

    pp. 1738-1750

  14. eLearning: a means to widen the opportunity for malnutrition education

    Sunhea Choi, University of Southampton, United Kingdom; Reginald Annon, International Malnutrition Task Force, United Kingdom

    Many malnourished children are dying unnecessarily either because their condition is overlooked or because their treatment is inappropriate. If treatment is inappropriate, it can lead to 1 in 2... More

    p. 1751

  15. E-learning: A key to actualizing sustainable educational development in Africa

    Ajayi Olusola Olajide, ADEKUNLE AJASIN UNIVERSITY, AKUNGBA-AKOKO, ONDO STATE, NIGERIA, WEST AFRICA., Nigeria

    When discussing educational issues in Africa, one question that keeps ringing is, ‘for how long will African countries be dragging their feet in achieving a stable and sustainable educational... More

    pp. 1752-1759

  16. Making Change Work: Engaging an Educational Community in Adopting Tablet-based Teaching and Learning

    Nathan Bailey, Gordon Sanson & Katharina Franke, Monash University, Australia; Helen Palmer, RHX Group, Australia

    Educational institutions are constantly improving the way they conduct education, and seek to effectively and efficiently use tools and opportunities that are available. Such change is costly,... More

    pp. 1760-1765

  17. Technology in Interactive Learning and Teaching

    Fawzi Benmessaoud, Corinthian Colleges, United States

    This presentation offers an Interactive teaching and learning model that integrates the essence of education with technology and instructional design that capitalizes on the New Learners’... More

    pp. 1766-1767

  18. Disruptive pedagogies and learning transitions

    Jacqueline Kenney & John Hedberg, Macquarie University, Australia

    This study explores transitions in student approaches to learning and conceptual development using concept mapping in the context of a learning design with potentially disruptive pedagogies. A... More

    pp. 1768-1777

  19. Identifying 8th Grade Students’ Competencies About Educational Technology Standards

    Abidin Misirli, Anadolu University, Turkey

    National Educational Technology Standards for Students (NETS-S) which are developed by International Society for Technology in Education address creativity and innovation; communication and... More

    pp. 1778-1781

  20. An authentic learning framework for integrating one-to-one laptop usage in Hong Kong Schools

    Kathryn Reed, Sha Tin College, Hong Kong; Matt Bower, Macquarie University, Australia

    One-to-one laptop programs have become increasingly prevalent in schools. This paper shares an authentic learning framework for effective integration of one-to-one laptops that has been designed... More

    pp. 1782-1791


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