Search Swinburne Research Bank
Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/40234
 Download PDF (Published version) (Adobe Acrobat PDF, -1 bytes) |
- Title
- Incorporating blogs, social bookmarks, and podcasts into unit teaching
- Author(s)
- Saeed, Nauman; Yang, Yun
- Abstract
- The use of emerging e-learning technologies to build lifelong learning solutions is on the rise in academic settings. However there is a need to further explore these technologies in educational contexts and find novel ways of combining them in unit design. This paper presents our experience of incorporating a combination of blogs, social bookmarks, and podcasts in teaching a Web programming unit. An iterative action research methodology has been adopted to carry out the study. The study outcomes are encouraging in terms of usage and acceptance of incorporated technologies. They fulfil the basic objectives of the study and highlight the key areas of improvement for follow up studies.
- Publication type
- Conference paper
- Research centre
- Swinburne University of Technology. Faculty of Information and Communication Technologies
- Source
- Conferences in research and practice in information technology: Computing education 2008: Proceedings of the 10th Australasian Computing Education Conference (ACE 2008), Wollongong, New South Wales, Australia, 22-25 January 2008, Vol. 78, pp. 113-118
- Publication year
- 2008
- Keyword(s)
- Blogging; Emerging technologies; Learning technologies; Podcasting; Social bookmarking; Web 2.0
- Publisher
- Australian Computer Society
- ISSN
- 1445-1336 (series ISSN)
- ISBN
- 9781920682590, 1920682597
- Publisher URL
- http://crpit.com/abstracts/CRPITV78Saeed.html
- Copyright
- Copyright © 2008, Australian Computer Society, Inc. This paper appeared at the Tenth Australasian Computing Education Conference (ACE2008), Wollongong, Australia, January 2008. Conferences in Research and Practice in Information Technology, Vol. 78. Simon and Margaret Hamilton, Eds. Reproduction for academic, not-for-profit purposes permitted provided this text is included.
- Full text
- Peer reviewed
