2002 - Sponsored by Apple NZ
| Software Project | Winner Teaching for a Sustainable Future Griffith University Highly Commended 123 Count with Me University of Wollongong |
| Web Project | Winner Virtual Power Plant The University of Queensland Highly Commended Film & Media Studies University of Otago |
| Digital Teaching Moment Award | Highly Commended Problem Solving in Food Technology RMIT |
| Web Project (Delivered within a Learning Management System) | Winner Primary Science Education Griffith University Highly Commended Generic Skills in Business Queensland University of Technology |
All of the entries were shown at the awards presentation during the Closing Ceremony of ASCILITE 2002. The award categories were judged by Griffith University. Thanks to Craig Zimitat and the judging team.
Teaching for a Sustainable Future
Griffith University
Winner
Teaching and Learning for a sustainable future is a multimedia teacher education program produced by Griffith University for UNESCO. It's 25 modules contains 100 hours of highly interactive activities designed to enhance the teachers understanding of sustainable development and related themes. It enables teachers to plan learning experiences that empower their students to develop and evaluate alternative visions of a sustainable future and to work creatively with others to help bring their visions of a better world into effect.123 Count with Me
University of Wollongong
Highly commended
123 Count with me is a CD Rom which is designed to support teachers in rural and remote schools understand a new learning framework in number for the early years of schooling. It is a complex framework that structures the curriculum around developing mathematical thinking in students. The framework is developmental and is designed to not only assess current levels of performance but also to determine what activities are required to move the student to their next level of development. The CD also assists with grouping students so that small group activities can be generated and selected with ease which helps in classroom management.Virtual Power Plant
The University of Queensland
Winner
The Virtual Power Plant Website is designed to help students understand thermodynamic principles through their exploration and manipulation of plant operations in a virtual learning environment. In this virtual environment, which was developed using Flash, students closely inspect and become familiar with the operation of the power plant as a whole, while also gaining in-depth knowledge of individual components. With this knowledge, students then enter two separate environments where they have the opportunity to solve 'practical' problems by designing, analysing and manipulating the layout and operations of a power plant.Film & Media Studies
University of Otago
Highly commended
The product, an interactive web site for a third year course in Film & Media Studies at the University of Otago is based upon social theories of learning. It provides opportunities for students to construct their knowledge and skills interactively as part of an online learning community. The website is designed to support research, teaching and assessment that emphasises peer-based learning skills, rigorous intellectual analysis, criticism and problem solving. The focus and image of the course is digital culture. It has a strong design aesthetic that provides for an authentic learning environment.Problem Solving in Food Technology
RMIT
Highly commended
The high value placed on problem-solving and teamwork skills by the food industry. Our approach relies on the use of an online Discussion Forum, a student-centred learning environment where student team leaders direct discussion on how their problem may be addressed. Teams of students are set separate problems and participate in face-to-face class discussions to acquire general principles. They are then left to choose their own leaders, discuss their findings from course notes and recommended literature, and test their findings during practical classes. Team members share researched information, and pose and solve issues related to the problem before each practical session, where they trial their solutions to the set problem. Students of many different cultural and language backgrounds benefit through increased levels of engagement with course material, greater commitment from all students, improved understanding of the concepts and a satisfying sense of achievement in an enjoyable, non-threatening learning environment. For the academic supervisor or facilitator, individual student effort is more visible and the reduced workload through a more efficient management of student learning is a welcome bonus.Primary Science Education
Griffith University
Winner
Science is studied by children at every level in primary school. It is, therefore, essential that all primary teachers should have an understanding of the nature of science, possess competent skills in teaching science and have an adequate knowledge of the concepts commonly found in primary science programs. Primary Science Education is the first of two science curriculum core courses in the Bachelor of Education (Primary) program at Griffith University. The multimedia developments in this course allow pre-service teachers to interact with the materials in two ways. Firstly, the course models the use of computers in the classroom. This facilitates an understanding of how computers may best be incorporated in classroom learning, providing valuable insights for students which can be applied in their own classroom situations later on. The course also encourages science content learning as the students work through the modules. This is particularly valuable for students with little or no previous background in the sciences. The modules provides exposure to many different types of interaction, such as constructing virtual experiments, viewing animations, predicting results, writing short answers, and testing comprehension of concepts.Generic Skills in Business
Queensland University of Technology
Highly commended
Business education must provide the contemporary graduate with the capability to participate immediately in the competitive business environment of change, risk, adventurous thinking, powerplays and corporate social responsibility. These graduate capabilities are achieved through curriculum-embedded practices teaching and learning generic skills with a real world experience. The web-based case study applies the theories and principles of work-based learning and their application in teaching and learning to enable students access to a corporation through multi-layered multimedia case studies. Case studies expose students to unstructured and authentic problem scenarios, data and information that help bridge the gap between novice and expert.