ORCID Profile
0000-0001-5443-4531
Current Organisations
The University of Newcastle
,
University of Newcastle Australia
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Publisher: IEEE
Date: 10-2019
Publisher: Informa UK Limited
Date: 03-2009
Publisher: SensePublishers
Date: 2014
Publisher: SensePublishers
Date: 2015
Publisher: University of New England, Armidale
Date: 12-2021
Publisher: ACM
Date: 08-07-2015
Publisher: Informa UK Limited
Date: 02-09-2015
Publisher: ACM
Date: 07-2020
Publisher: IGI Global
Date: 31-07-2012
Publisher: IEEE
Date: 12-2013
DOI: 10.1109/ISM.2013.92
Publisher: ACM
Date: 06-07-2022
Publisher: Walter de Gruyter GmbH
Date: 07-2019
Abstract: In recent years there has been a significant growth in the number of online courses known as MOOCs available via online providers such as edX and Coursera. The result has been a marked reduction in the clarity around the different course offerings and this has created a need to reconsider the classification schemes for MOOCs to help inform potential participants. Many classifications have been proposed which cover the needs of academics and providers but may not be suitable for learners choosing a course. In this paper, the various classifications used by MOOC providers and aggregator services to categorise MOOCs in presenting information to prospective learners are gathered and analysed. As a result, 13 different categories are identified, which cover information provided to learners before entering a course. These categories are then compared and combined with classifications from the literature to create a taxonomy centred round eight terms: Massive (e.g. enrolments), Open (e.g. pre-requisites), Online (e.g. Timings), Assessment, Pedagogy (e.g. instructor-led), Quality (e.g. reviews), Delivery (e.g. educators), Subject (e.g. Syllabus). Thus, producing a taxonomy capable of categorising MOOCs from a wider perspective.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: The term ‘hybrid learning space’ (HLS) is loosely used to describe a fusion of learning opportunities and teaching approaches that span physical and virtual spaces. This paper outlines ongoing work to define the contemporary ‘hybridised space’ and build a pattern language that offers reusable design solutions to the challenges of delivering learning and teaching in these new and emerging settings. This paper explores architectural motifs, social practice, privacy and participation to draw out successful design principles for linking HLS to effective pedagogy.
Publisher: Informa UK Limited
Date: 24-09-2017
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-878-9.CH002
Abstract: This chapter describes an exploratory study in the use of the virtual world Second Life as an innovative space for situating collaborative activity in the field of art and design. The authors identify eight key affordances of Second Life for learning and teaching and elaborate the educational approach based on group orientated design briefs, carried out over a three-week period by the students. The results of the study reveal both the negative and positive aspects of using Second Life as an educational space. These range from access difficulties and the steep learning curve in becoming familiar with the technology, to the expansive social and creative freedoms that the world allows. The conclusions draw together an analysis of the emerging themes and present a set of ten good practices for developing and running successful collaborative activities inside virtual worlds.
Publisher: IGI Global
Date: 2009
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: Globally, the COVID-19 pandemic has caused numerous economic, health and wellbeing issues and significantly disrupted the education sector. In response to the pandemic, universities scrambled to transition from face-to-face teaching to fully online teaching practices. With many institutions being unprepared for such a transition (Jung et al., 2021 Metcalfe, 2021), educators and students faced a variety of challenges, barriers, and opportunities (Garnett, 2021). Critically, one of the opportunities provided by the pandemic was for educators to re-evaluate and re-envision learning and teaching practices (Singh et al., 2022). One area ripe for re-evaluation is the nature of teacher-student relationships. While the teaching profession has long been associated with emotions and connection (Tackie, 2022), the shared experience of the pandemic saw students and their teachers finding themselves in the same virtual lifeboat with the pandemic becoming a universal factor for students and educators, making the processes of learning and teaching even more challenging (Mitchell et al, 2021). Additionally, educators - often called on to act as counsellors and therapists (Tackie, 2022) - found themselves during the pandemic having to manage both their own and their students’ well-being. This Pecha Kucha provides preliminary results and associated reflections of a study undertaken at the University of New England (UNE) while learning, teaching and assessment were being transitioned to fully online delivery. Despite, having a large proportion of classes being delivered online prior to the pandemic, challenges were still faced by UNE staff as they managed both their own and their students’ well-being. Here, technology played a critical role in brokering the shared experiences between students and staff with evidence suggesting that social presence was a critical factor in fostering a greater sense of connection amongst members of the university learning community. In learning design, the importance of connections, interactions, and the socio-emotional aspects of learning (i.e., elements that characterize social presence) are often overlooked and underrated (Ensmann et al., 2021). Consequently, the focus tends to fall on subject matter content coverage (i.e., teaching presence and cognitive presence) at the expense of interpersonal relations (i.e., social presence) (Patel, 2021). Our results suggest a re-evaluation of the importance of interpersonal relationships fostered through social presence is necessary to help ensure positive and well-balanced online learning experiences. At UNE, the interpersonal relationships that emerged during the pandemic - although largely unplanned and unintended - were nevertheless effective in supporting and maintaining student and staff well-being. Due to the critical role interpersonal relationships were shown to play, they should not be left to chance. Accordingly, the building of interpersonal relationships and the fostering of social presence should be intentional outcomes of every learning design.
Publisher: Springer International Publishing
Date: 2016
Publisher: American Society of Hematology
Date: 18-09-2023
DOI: 10.1182/BLOODADVANCES.2023009840
Abstract: Haploidentical haematopoietic stem cell transplant (Haplo HSCT) using post -transplant cyclophosphamide (PTCy) is appropriate for those who lack matched donors. Most studies using PTCy have been retrospective with multiple conditioning regimens making conclusions difficult. ANZHIT-1 was a phase II study conducted at six Australian allogeneic HSCT centres. The primary endpoints were disease free and overall survival at 2 years post HSCT. The reduced intensity regimen (RIC) was fludarabine, cyclophosphamide, 200cGy TBI and the myeloablative regimen (MAC) was IV fludarabine, busulfan. PTCy, MMF (to D35) and a calcineurin inhibitor (CNI) were used as GVHD prophylaxis. CNIs were weaned and ceased by D+120 in eligible patients at D60. Patients (n=78, 52M:26F) with various haematological malignancies were included in the study with a median follow up of 732 days (28-1728). HSCT was RIC in 46 patients and MAC in 32 patients. Disease free survival probability at two years was 67.5% (95% CI: 53.2-85.6) for MAC recipients and 68.3% (95% CI: 56.3-83.01) for RIC recipients. Transplant related mortality (TRM) at D100 and 1 year were 4.9% (95% CI: 1.6-15.3) and 17.9% (95% CI: 8.8-36.5) in the MAC group compared to 3.1% (95% CI: 0.8.1-12) and 11.6% (95% CI: 6-22.4) respectively in the RIC group. The median time for elective cessation of CNI was D142.5 (47-1255) with no excess cGVHD or mortality. Of the evaluable patients, 71.6% were off immunosuppression at 12 months post-transplant. This prospective Haplo HSCT trial utilising PTCY demonstrates encouraging survival rates whilst demonstrating that early CNI withdrawal is feasible and safe. Clinical Trial # ACTRN 12617000151336.
Publisher: Association for Learning Technology
Date: 08-2012
Publisher: Springer International Publishing
Date: 2022
Publisher: ACM
Date: 07-07-2021
Publisher: ACM
Date: 06-07-2016
Publisher: ACM
Date: 07-04-2016
Publisher: Springer Science and Business Media LLC
Date: 26-11-2017
Publisher: IGI Global
Date: 31-07-2012
DOI: 10.4018/978-1-4666-1915-9.CH011
Abstract: Despite its negative connotations, lurking is a valid activity for in iduals entering an unfamiliar online social space, especially when deciding how to present themselves and their identity online. Providing the space and time for in iduals to acclimatise to extant social rules and behaviours is an important design consideration. This chapter outlines key issues surrounding non-participative behaviour in online social spaces and describes the participatory design pattern approach that was used to develop a transferable solution to this recurring problem in the form of a design pattern.
Publisher: Wiley
Date: 16-05-2012
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Steven Warburton.