ORCID Profile
0000-0003-4184-6953
Current Organisation
University of South Australia
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Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-4666-0300-4.CH011
Abstract: This study explores the efficacy of open educational resources and online social network sites in linking digital media students with industry through an e-mentoring scheme, to enhance employment prospects and promote professional networking. It reports on the progress made from 2009 to 2010, within a postgraduate program at the University of Adelaide, Australia. Over one semester, eighteen students in 2009 and sixteen students in 2010 engaged with their peers and a group of mentors through an online forum within Facebook. Students were required to submit work-in-progress imagery online, after which, industry representatives would provide feedback and critiques, allowing students to generate embryonic professional connections with industry. Over the two years, students responded positively to the experience, citing professional networking and peer feedback as key outcomes. Industry representatives noted the interactive platform of the online group, and the ability to engage with potential employees as benefits of the scheme. The project expanded in 2011, through international collaboration with Penn State University in the United States.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-0426-0.CH009
Abstract: This chapter evaluates the use of screencast video feedback for summative assessment tasks in the creative arts and analyzes the advantages and disadvantages of such a format when compared to traditional feedback techniques. In 2017, in the second-year course Narrative Animation at the University of South Australia, video feedback was trialed for summative assessment tasks, in an attempt to improve students' understanding of their academic performance. Thirty-seven students participated in the course and received a five-minute feedback video for each of their three submissions. The video feedback provided to students during the course was evaluated at the end of the semester in the form of two online surveys, allowing participating students with the opportunity to critically reflect on the learning experience. The findings of the study disseminate the learning benefits afforded by the video feedback model and provide insight into the varying attitudes of both students and staff.
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-5724-1.CH002
Abstract: This chapter evaluates a flipped classroom model for teaching culturally and disciplinary erse student cohorts, and analyzes the benefits and limitations of such a format when compared to traditional techniques. From 2015 to 2017, 388 first year students took part in the case study. Within three iterations of the same course, flipped and traditional tutorials were utilized. Participating students and staff evaluated the tutorial models, providing insight into both learning and teaching experiences. The findings of the study disseminate the benefits afforded by each model and provide insight into the varying attitudes of different demographics within contemporary student cohorts at university.
Publisher: Inderscience Publishers
Date: 2013
Publisher: University of Malaya Press
Date: 2014
DOI: 10.14425/00.73.59
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 13-02-2015
DOI: 10.14742/AJET.1500
Abstract: This paper reports on a pilot study using the em Café /em , the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The em Café /em , a new e-learning application, has been designed based on five principles of user interface design – visibility, usability, relevance, accessibility and interactivity – and developed not only to take advantage of Facebook’s popularity and social qualities, but also to provide institutions with an established, structured and dedicated e-learning environment that meets the needs of contemporary tertiary students and teaching staff. From March to June in 2013, 48 students participated within the e-learning environment, in combination with traditional face-to-face classes including lectures and tutorials. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their peers. The evaluation process of this new e-learning application involved pre- and post-semester surveys providing participating students with the opportunity to critically reflect on the experience during the semester. em /em
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5832-5.CH014
Abstract: This chapter reports on the use of Facebook as the host site for a collaborative international animation forum between student cohorts from the University of South Australia in Australia, Penn State University in the United States of America, and Nanyang Technological University in Singapore. From July to December in 2012, 69 animation students from the three institutions took part in the forum. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their global peers. Locally, resulting discussions were often transferred into the physical classroom, be it a lecture or studio, for further dissemination between peers. Internationally, students took on new roles, with more experienced students mentoring their peers. The evaluation process of the international online learning environment included informal discussions between associated teaching staff, and a post semester survey providing participating students with the opportunity to critically reflect on the experience. The findings of the study are discussed in light of the growing use of social media to support mentoring, learning and teaching in tertiary education, particularly in the fields of design and digital media.
Publisher: SAGE Publications
Date: 20-06-2017
Abstract: This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via the Café, an e-learning application hosted by Facebook. Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in the Café, and critiqued their peers’ submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback.
Publisher: IGI Global
Date: 07-2018
DOI: 10.4018/IJTEPD.2018070103
Abstract: This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner ersity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment online video and audio feedback for summative assessment and a flipped classroom teaching model. Culturally, educationally, and socially erse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing ersity found within student cohorts in higher education as well as an increase in technology-driven teaching innovation and student-centred learning techniques.
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-2101-5.CH012
Abstract: This chapter explores the use of Facebook in helping immerse international students into Australian university culture at a first year level by furthering the development of academic and social relationships between peers. The study was initiated in response to a national survey that found 65% of international students experience periods of loneliness and isolation when studying in Australia moreover, one of the key triggers for this loneliness is an inability to develop academic relationships with peers, particularly local students, during the early stages of their university careers. 100 first year design students (including 23 international students) took part in the semester-long study, as part of the course “Imaging Our World” at the University of Adelaide. Every two weeks, students were required to submit images to an online gallery in Facebook and to provide critiques on peers’ submissions. The gallery topics were broad in nature, and open to the students’ own interpretations, allowing for a concurrently wide range of images in each. The galleries gave students the opportunity to connect with their peers in a virtual environment, and develop academic relationships freed from the constraints of the classroom and their own inhibitions. Discussions between students often evolved from formal, academic critiques to informal social interactions as embryonic online connections were formed. The study was considered to have been a success, due to Facebook’s engaging and interactive qualities, the students’ existing interest and experience with the software, and their eagerness to connect with their peers.
Publisher: Informa UK Limited
Date: 09-01-2015
No related grants have been discovered for Josh McCarthy.