This study examined factors that affect educators’ behavioural intention to use Technology Enhanced Learning (TEL) tools in a polytechnic in Singapore. Five hundred and twenty-five educators completed a survey measuring their responses to six variables in the extended Technology Acceptance Model (TAM). This study is related to the sub-theme of reconnecting people with educational technologies. Social and environmental constructs were included to measure the influence of other persons and the facilitating conditions on the educators’ intention to use (IU) TEL tools. Structural Equation Modelling was used to test the research model. The results showed that attitude towards usage (ATU) of […]

Satellite campuses have had varying success with some being in a state of decay (Fraser & Stott, 2015, p. 79). The distribution of resources is often contentious. Learning within these environments can be an underwhelming experience and students complain about unequitable learning experiences compared with their parent campus cousins. These frustrations are compounded with the costs of studying being the same (Fraser & Stott, 2015, p. 81). Another concern is that satellite campuses have a higher percentage of low socio-economic students (Ballantyne as cited in Craft, 2019, p. 1372). This is only going to rise with the Australian government enacting […]

This pecha kucha presents guidelines for design and delivery of trauma-informed learning in online and blended learning environments and a case study. Traumatic experiences are common in our community. In Australia it is estimated that 75% of the population will experience a traumatic event at some point in their lives (Productivity Commission, 2020). Traumatic experiences can be caused by abuse, neglect, natural or community disaster, war, violence, witnessing death, and other emotionally harmful experience(s) that have a lasting effect (SAMHSA, 2014). These can have profound impacts on behaviour, interpersonal relationships, and learning (due to difficulty with organising and comprehending new […]

Over several years, the authors have pursued technology solutions to the difficult arena of moving geology practicum work into the online space (e.g., Tetley and Daczko, 2014). Through a partnership of teaching academics with professional staff trained in digitisation and software development, the authors have now solved the problem of verisimilitude and utility and opened a raft of future opportunities including a smooth and seamless transition to online teaching when presented with recent pandemic lockdowns. “Teaching geology with digital tools advances students’ learning experience by providing access to high-quality outcrops, enhancing visualization of 3D geological structures and improving data integration.” […]

Although constructive alignment is well understood within university teaching practices, technology does not always feature explicitly within this conceptual model. When educators seek digital technologies to assist them in their teaching, how do they find out both what is available to them within their higher education institution and, more importantly, which tools might make a good pedagogical “fit” within their unit of study? One university in Australia recently designed and developed a Teaching and Learning Tools Guide to assist their teachers to determine which educational technologies are available for their various educational purposes. This new resource offers guided navigation to […]