ASCILITE Publications <p><span style="font-weight: 400;">ASCILITE Publications (ISSN 2653-665X) provides a peer-reviewed fully open access publication platform for traditional and non-traditional publications in the field of Technology Enhanced Learning (TEL) in Australasia and abroad. It aims to provide a scholarly distribution and publication pathway for these alternative forms of best practice and thought to traditional journal articles - increasing the reach and impact of TEL to international contributions and an audience beyond the academy. ASCILITE Publications encourages contributions and involvement from early-career academics (including RHD candidates), teaching practitioners and professional staff.</span></p> ASCILITE en-US ASCILITE Publications 2653-665X Interprofessional education programs to foster the use of Learning Health Systems <p>Healthcare management continues to worsen, with process inefficiencies, wastage, unsafe practices and accordingly, non-optimal patient care. The concept of the Learning Health Systems (LHS) demonstrates the potential for the utilisation of health data in real time, through rapid and continuous cycles of data interrogation, implementation of insights into practice, and eventually practice change (Friedman &amp; Flynn, 2019). Yet, the lack of appropriately skilled workforce results in an inability to leverage existing data to design innovative solutions. We identified a need to develop tailored professional development programs to foster skilled interdisciplinary learning communities in the healthcare workforce, as well as digital health champions that understand each other’s roles and capabilities, to collaboratively solve these complex problems. Thus, we have developed multiple educational programs of work, including a professional development short course and a year-long Academy Fellowship program, to teach LHS principles.</p> <p>The short course is wholly online, open to interdisciplinary professionals working in the digital health arena. To foster interprofessional learning, we assigned participants into working groups of five interprofessional members, who worked together and shared knowledge, perspectives and experiences in workshop activities throughout the 13-week course. We employed a flipped classroom approach, utilising various eLearning tools such as crowdsourced evidence synthesis Mind Maps; Jupyter Notebooks for hands on data interrogation, data visualisation and interpretation of machine learning models; clinical process modelling software (LucidChart); and virtual care platform for prototype testing digital health solutions (Datos), which showcasing the potential of technology.</p> <p>We undertook a mixed methods evaluation, to determine the utility and success of our programming. This framework consisted of pre and post-surveys with identical measures of self-efficacy, ratings scales for engagement, usefulness, applicability and value for various aspects of the course. Participants were also invited to participate in a semi-structured interview post course. This allowed a deeper dive into themes relating to utility, barriers, recommendations for future applicability, and evolving digital health identity.</p> <p>The evaluation results demonstrated that participants found the teaching model useful, engaging, applicable and valuable to their daily tasks and workplace LHS projects. Self-efficacy scales revealed a significant increase in perceive confidence. From interviews and analysis of free text responses, we discovered that the program gave participants a shared language and common understanding to converse with other interprofessional peers; transformed their perceptions of their role and the potential of data and technologies; provided a framework to organise their transformation plans; and finally provided a toolkit to refer to and operate from. The most notable observation from the LHS Academy Fellows, was a significant increase in the number of fellows identifying themselves as leaders at the end of their foundational coursework compared to at the start of the program.</p> <p>It is clear that in order to transform healthcare systems to their full potential, it requires a workforce with an understanding of LHS and the potential of data driven approaches, as well as an appreciation for the need for diversly skilled learning communities to tackle these problems together.</p> Sathana Dushyanthen Meg Perrier Kayley Lyons Wendy Chapman Copyright (c) 2022 Sathana Dushyanthen, Meg Perrier, Kayley Lyons, Wendy Chapman 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22026 e22026 10.14742/apubs.2022.26 Strengthening online teaching capability: Medical and health sciences faculty development <p>Educational institutions have experienced a rapid pivot to online learning over the last two years due to global COVID-19 pandemic conditions. Historically, in moving to online teaching, research has found that educators experience varying degrees of success with key challenges being: time pressure; staff shortages; insufficient technical ability; technical difficulties; and lack of faculty development (FD) opportunities (Aghakhani &amp; Shalbafan, 2020; McQuiggan, 2007; Nimrod, 2018; Rajab et al., 2020). These challenges are exacerbated in the current climate and, despite being in our third year of teaching and learning under ongoing pandemic constraints, there is still a paucity of literature around how faculty have been supported in their provision of online teaching initiatives (Daniel et al., 2021).</p> <p>Our research aimed to identify features and enablers that staff value to strengthen their online teaching capability. Additionally, we intended to determine gaps in and future directions for strengthening staff online teaching capability, with a view to affecting change at an institutional level in addition to improving outcomes for students. To do this we used The Kirkpatrick Model as modified by Steinert et al. (2006) to evaluate FD initiatives and outcomes at the Faculty of Medical and Health Sciences at New Zealand’s leading university, The University of Auckland.</p> <p>We conducted a mixed methods study comprising five datasets: interactive learning (in H5P) FD workshop surveys (1); teaching staff surveys (2) and interviews (3); student Summative Evaluation Tool (SET) surveys (4); and assignment grades (5).</p> <p>The FD workshop exit surveys (1) found that staff (<em>n</em>=105) valued personalised support and active learning. Teaching staff (<em>n</em>=86) surveys (2) showed that staff place high value on their Community of Practice (CoP) (Lave &amp; Wenger, 1991), which were seen to provide personalised, technical, and emotional support. Similarly, findings from interviews (3) indicated that staff (<em>n</em>=20) appreciated FD that was personalised, interactive, timely, and they were overwhelmingly grateful for support from colleagues. Some key areas were identified as needing further FD by staff: fostering online relationships and engagement, and teaching in culturally sustaining and universally accessible ways. There was also a strong belief that university management should support professional development by allocating time and resources to FD in online teaching.</p> <p>Using SET data (4) from 2018 to 2021, we determined that providing students (<em>n</em>=809) with online interactive resources was a key support for their learning. During this time, the grade mean for a student assignment, that was purposely redeveloped for online learning using H5P to facilitate interaction and engagement, increased significantly from 2018 to 2019 (9%, <em>p</em>&lt;.001).</p> <p>FD in interactive learning using H5P, driven by early adopter teaching staff, resulted in creating content associated with a mean increase in assignment grades (level 4B - Change among the participants’ students or colleagues [Steinert et al., 2006]), and the provision of an institutional licence (level 4A - Change in the system/organisational practice [Steinert et al., 2006]). The CoP approach ensured that personal connections were at the fore of FD and enabled effective modelling of pedagogical choices for interactive online learning. Providing personalized, just-in-time support through a CoP approach, interactive online teaching capability was improved, and institutional change was affected.</p> Megan Clune Amanda Charlton Monica Kam Tanisha Jowsey Daniela Ruiz Cosignani Rachelle Singleton Copyright (c) 2022 Megan Clune, Amanda Charlton, Monica Kam, Tanisha Jowsey, Daniela Ruiz Cosignani, Rachelle Singleton 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22029 e22029 10.14742/apubs.2022.29 Reconnecting People with Educational Technology and with each other in an Online Doctoral Study Setting <p class="Abstractandkeywordsstyle"><em><span lang="EN-US">23 Things International</span></em><span lang="EN-US"> (<u></u>) is a 14-week, online, self-paced course for doctoral students, early-career researchers and doctoral supervisors, providing the basis of engagement with 23 tools/techniques to build academic and research networks, increase familiarity with resources to underpin research, and establish professional profiles. The course was launched in 2020 as a collaboration among a UK and two NZ universities. It attracted 250 participants. In 2021, the collaboration expanded to include six universities (two in the UK, two in NZ, and one in each of Australia and the USA) and 400 participants enrolled. An attraction for participants is the opportunity for them to network, especially across institutions. To facilitate that networking, each participant is allocated to a ‘pod’. Pods are small groups of participants from across institutions and with similar research/discipline interests. Each pod is allocated a volunteer ‘chair’ from its membership; the chair has the role of coordinating pod interaction. Evaluation data from 2020-2021 showed that engagement among pod participants was generally limited and did not meet participant expectations. The experience was a reminder to the course organisers that networking does not happen simply because participants are grouped into pods. To increase the likelihood of useful and meaningful networking, supporting structures need to be built into the fabric of the course.</span><span lang="EN-US"> </span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">In 2022, <em>23 Things International</em>’s cross-institutional collaboration was extended to include doctoral networks and additional partners: two more UK universities and one in Ireland, the Techné doctoral training partnership for 10 UK Universities, and the Africa Research Excellence Fund, a network for researchers across Africa. The course attracted 550 participants. To address the limitations of the networking aspect highlighted through the 2020-2021 evaluations, an engagement mentor role was introduced into the 2022 course. The engagement mentor role was to facilitate greater interaction among participants within pods, largely via the chairs of each pod, while remaining removed enough so as not to interfere with the ‘natural’ development of each pod network.</span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">The 2022 evaluation data indicated that many participants found the engagement mentor to be beneficial in supporting ongoing interaction among pod members and being useful for helping them to understand how to navigate the course. Positive experiences were not universal however, with some individuals saying that they were not even aware of the engagement mentor and that little to no interaction occurred within their pod.</span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">Within the context of <em>23 Things International</em>, while building on a theoretical framework describing relationships between humans and technologies in doctoral education contexts (Sim &amp; Stein, 2019), these reflections highlight that participants’ sense of connection and reconnection can happen efficiently and effectively when the process is ‘humanised’. The course is self-driven and paced, and largely asynchronous, but the human relationships that were intended to be generated through the pod structure and the added facilitation of the engagement mentor seemed to be factors that had an impact on the overall quality of experience. More interestingly is that in 2022, the nature of relationship connections, positive and negative, appear to be different from previous years.</span></p> Sarah Stein Kwong Nui Sim Michael Rose Copyright (c) 2022 Sarah Stein, Kwong Nui Sim, Michael Rose 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22043 e22043 10.14742/apubs.2022.43 Conceptualising Teachers as Designers in the Higher Education Context: Case Studies from Indonesian English University Teachers <p>Empirical studies have revealed the learning design processes employed by teachers in higher education institutions in developed countries (Bennett et al., 2017; Kali et al., 2011; Markauskaite &amp; Goodyear, 2009). However, there has been limited research into the way that university teachers in developing countries design for learning and whether they adopt similar design routines – and indeed, whether there are similarities to the work of learning designers in these settings.</p> <p>A multiple-case study design was developed to investigate the design processes of eight Indonesian English University Teachers (IEUTs) working in a variety of Indonesian universities in implementing blended (pre-COVID) and online (during COVID) learning in their classes. Due to the Australian travel restrictions to mitigate the effects of COVID-19 in 2020, data gathered remotely included digital document analyses, online interviews and online class observations. This data was analysed and a cross-case analysis was undertaken in order to identify common themes.</p> <p>It was possible to identify design processes that the IEUTs had in common with those described by Bennet et al. (2017). However, this model did not anticipate design issues caused by socio-economic and cultural context in which the IEUTs were teaching. Specifically, factors such as the technological affordances and the costs related to online or blended learning were not described. However, this study noted that these factors had a significant effect upon teachers’ design work, often requiring them to redesign learning experiences – sometimes while a subject was ongoing. This challenge was exacerbated by the COVID-19 pandemic, which also meant that teachers were required to work with technologies with which they were not familiar. This, in turn, led to further challenges, at an institutional level, as some universities were not well prepared for online learning.</p> <p>Teachers who received institutional support services such as a set of curricula, teacher training, support technologies, financial support (i.e., competitive grants to develop online modules in the university’s e-learning platform) and hands-on support from IT Centre’s staff experienced fewer challenges compared to teachers who were less supported. However, all participating teachers’ design practices were constructed from “accidental pedagogies” (McGee &amp; Carmean, 2012) caused by the trial-and-error approach adopted during COVID-19. These teachers faced significant obstacles including ensuring academic integrity, retaining control over the classroom, and ensuring equitable access to course content. Although these design processes might not demonstrate an effective learning design in an ongoing setting, these design practices should be “forgiven” (Dickson-Deane, 2020) as they were a response to an emergency setting. The IEUTs experienced similar design routines to those of instructional designers (Dickson-Deane, 2020) in that they were required to comprehend how an unknown or unexpected event may become known or take place, which can necessitate trial-and-error during the design process and into development and implementation.</p> <p>A new model of teacher professional development for language teachers was proposed to better prepare teachers for such events and challenges (i.e., other pandemics and catastrophic weather events) by conceiving of them as designers. This model adapted the 6 C’s framework for learning designers (Heggart, 2021).</p> Dewi Mustikasari Keith Heggart Copyright (c) 2022 Dewi Mustikasari, Keith Heggart 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22049 e22049 10.14742/apubs.2022.49 Object-Based Learning Rocks! Integrating Digital Solutions into Geology Practicum <p>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.</p> <p>“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.” (Senger <em>et al</em>., 2021) Our solution required innovation on several fronts. Firstly, 3D digitisation and gigapixel imaging processes and methods were tried, evaluated, abandoned and refined until an ideal solution was developed that could actually replace the physical rock hand samples. Secondly, software platform development and integration was required. We utilised a custom developed 3D platform (Pedestal 3D) and also developed a bespoke platform for virtual petrographic microscopy (ImageMatrix). Finally, as “the organisation, logistics and relevance of an OBL session is critical to its efficacy” (Chatterjee and Hannan, 2016), all of this needed significant pedagogical underpinning and integration to ensure learning and outcomes were not impacted by the technology shift.</p> <p>We found that generally, digital resources allow for and encourage much more practice of the professional skills required for identification of minerals. “Most professional geoscientists spend much of their day in front of work-stations, interpreting or modelling digital data, in two or three dimensions.” (Bond and Wightman, 2012) so this mode of delivery is a naturally suited authentic task. On top of that, digital pre-lab work prepares students for being confronted with actual samples. Being able to digitally annotate the samples allowed for a virtual “guide on the side” pedagogy to allow for clarity of tasks and identification of specific object traits that are difficult in the traditional practical setting.</p> <p>The three main areas of impact were in Workshops, Field Trips and general Practicum. The specific mineral identification workshops were extended in a blended sense pre-COVID-19 and then seamlessly moved to online when required during the pandemic without any further development. Geological fieldwork traditionally has several core functions. “These include the determination of the geographical location of observation points, the description of outcrops, the macroscopic description of rocks, the detection of lithological boundaries, the spatial fixation of planar and linear objects (folds, joints, faults, linear position of minerals, etc.).” (Bubaniak <em>et al</em>., 2020) To respond to this digitally, a landmark yearly field trip in the program was developed into a fully online virtual field trip. The general practicum across the course was enabled to be taught in an online only mode which had never been possible before.</p> <p>We found that grade distribution did not suffer during the COVID-19 period which demonstrates that this mode of Digital Object-Based Learning is as good as traditional approaches to teaching. Although not originally intended, coursework could now also be offered fully online which opens a range of possibilities moving forward.</p> Michael Rampe Nathan Daczko Copyright (c) 2022 Michael Rampe, Nathan Daczko 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22057 e22057 10.14742/apubs.2022.57 Re-imagining referencing with interactivity <p>As educators we have grappled with strategies to teach referencing, a fundamental of digital information fluency. Despite a myriad of resources, errors are common and recurring (Jorgensen &amp; Marek, 2013). Students frequently receive static information on referencing and no immediate feedback.</p> <p>This paper reflects on the development and evaluation of online resources for explicitly teaching APA referencing in the Faculties of Arts, Business and Science. We designed H5P resources that integrate into individual courses to encourage interactivity (Singleton &amp; Charlton, 2019) and provide feedback for self-assessment (Nicol &amp; Mcfarlane-Dick, 2006). According to Nicol and Macfarlane-Dick’s seven principles of good feedback practice, good referencing practices were first explained, before students were given an opportunity to practice those skills. This was followed by detailed automated feedback. Student performance is recorded so that teachers can begin dialogues and use feedback to improve teaching.</p> <p>The methodological approach taken aligns with Educational Design Research that aims to address real-life-learning issues through various cycles. Pre-interviews with teaching staff gave a better understanding of the expectations, support and students’ issues in referencing. Following these, students could access the tool and complete a questionnaire about their experiences. LMS and H5P analytics data added another dimension to quantitatively gauge engagement. Focus groups and interviews were conducted to ascertain the effectiveness and identify suggestions. </p> <p>The qualitative data results in rich descriptions. The data was analysed in an open-coding approach (Saldana, 2013) for themes that emerged in response to the main questions asked. Student voices provided evidence of identified themes and were indicators of the overall results. Staff insights about the challenges aligned with preliminary results that tertiary students’ previous APA referencing experiences are variable. LMS analytics showed good engagement and students completed the module in about 27 minutes.</p> <p>Feedback from the trial highlighted the benefits of interactivity and immediate feedback and led to amendments of the online resources. Participants commented, for example, “more practical activities”, and liked the final quiz for its instant feedback. As a result, additional activities were integrated. Some emerging themes from the trial were the relevance, consistency and practicality of the resources and indicated students’ willingness to use them for self-study. Feedback in Semester 1 confirmed those themes. From this round of feedback, the usefulness of the resources was highlighted. The evidence of effectiveness is summed up in that all participants would recommend the tool to peers.</p> <p>As tool development continues, we will present up-to-date data. Further, we consider how these tools might support more faculties and institutions, extending this research to include a suite of referencing resources.</p> Bettina Schwenger Monica Kam Audrea Warner Copyright (c) 2022 Bettina Schwenger, Monica Kam, Audrea Warner 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22065 e22065 10.14742/apubs.2022.65 Building Relationships Through Learning Design as Signature Pedagogy: Re-connecting Mature-aged Online Students with Educators <p>The Commencing Student Success Program (CSSP) comprises 13 evidence-based strategies for online engagement underpinned by the Universal Design for Learning principles of inclusive access to improve learner retention and engagement (Sasson et al., 2021), promoting first year student engagement and retention at the tertiary level. The program’s impact has led to it being adopted across the University’s School of Education as its signature pedagogy. The University’s unique regional context provides education to a high number of students studying by distance; often rural, mature-age, or first-in-family. Applying these strategic elements into online course design ensure a sense of support and connection is embedded, and reducing sense of isolation, throughout their studies.<br />This presentation explores three of the core design themes underpinning the project’s ‘Basic Elements’ that support and enhance meaningful student-educator connections:</p> <p>1. Social presence: For students, especially those studying purely online, feeling a sense of belonging and connection within the learning environment is imperative for positive learning experience and development of relationship-rich education philosophies (Felten &amp; Lambert, 2020). High quality use of asynchronous Moodle videos produced by the Unit Coordinator welcome students; and walk-through assessment screencasts provide deeper explanation of task expectations, in addition to synchronous engagement via Zoom, assists student educator connections. Teacher presence, through ‘putting a face to the name’, builds positive relationships and presents Unit Coordinators in a human light (Stone &amp; Springer, 2019).</p> <p>2. Student voice: In addition to multimodal materials, student presence with others also plays an important role in building their engagement in online spaces (Reilly et al., 2012). Opportunities for learners to provide real-time feedback on each assessment task allows them to have an impact on unit design during their own studies. Utilising feedback functionality directly within the LMS embeds this feedback capture in situ, not as a separate, disconnected process. Academic staff can adjust and tailor content to meet the needs of current students. This in-unit opportunity promoting student voice, also provides ongoing de-identified student testimonials about their experiences with the task, which can highlight their value in a way that is authentic and formative for other learners.</p> <p>3. Cognitive load: Meaningful and consistent design enabled clear navigational paths and sources of information. This allows students to prioritise focus on deep engagement with learning tasks, rather than problem-solving navigation of the online environment. This is critical for all students, especially those who are time-poor, mature-aged, and managing multiple responsibilities beyond study (Hoi &amp; Le Hang, 2021). Students can access a ‘Flexible Portal’ to self-manage their assessment due dates by choosing a one-to-three-week automatic extension that suits their circumstances, providing them with agency in their learning by reducing pressure in typically heavily loaded trimester schedules. Freeing up both staff and student time on lower-order requests, allows space for richer interaction.</p> <p>Since the CSSP’s 2019 conception, the project team has been able to ideate and iterate the nature of the Basic Elements and their underpinning learning strategies via feedback from academic staff and students across the more than 65 teaching units the CSSP has been applied to so far. A central focus on reconnecting relationships through technology guides this process and is transferable in part or full to other institutions.</p> Stephen Grono Kristy O'Neill Ingrid Harrington Catherine Volpe Copyright (c) 2022 Stephen Grono, Kristy O'Neill, Ingrid Harrington, Catherine Volpe 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22075 e22075 10.14742/apubs.2022.75 The Practical Connection <p>From the rapid adoption of online teaching during the COVID-19 pandemic, learning communities have become abstract, disconnected, and failed to provide effective social interaction and connection opportunities (Martin, 2020). Mindful of the related impact on students’ intrinsic motivation and learning, a first-year accounting unit was reimagined and reinvented with a practical connection student centred teaching approach. A student-centred learning environment focused on students understanding the relationship of accounting information and its users, the business world and skilful accounting professionals. Teaching materials, assessment tasks and learning management system (LMS) were transformed to greatly enrich meaningful student connection, motivation, and deeper learning (Turner &amp; Baskerville, 2013). This presentation will showcase aspects of the unit’s practical connection approach, specifically highlighting innovative use of technology enhanced learning in the unit to support student development and student voice through peer learning.</p> <p>To promote purpose, the unit’s LMS explains why each topic is studied, relevant connections to graduate attributes, business world and why each type of assessment is adopted (Tharapos, 2021). Assessment tasks were recreated to assist student’s development of disciplinary experience, critical thinking and problem solving, and integrated professional, ethical, and personal identity skills graduate attributes (Cloete, 2018). In-tutorial group work case study style discussion and practical Excel questions are used (Villarroel et al, 2018), constructively aligned exam questions adopted, linked reflective tasks developed and weekly topic quizzes, directly connected to lecture discussion, run before weekly tutorials.</p> <p>Lectures and tutorials are constructed as working relationships with educators and industry. Content is built on a real-world company’s financial statements, contain contemporary discussion and practical Excel spreadsheet and MYOB demonstrations that students concurrently work along with on their own and, throughout each lecture, students complete a lecture concepts worksheet. </p> <p>Technology enhanced learning tools were effectively used to foster student to student collaboration and educator and student relationships. Using Padlet, students work in groups to collaboratively complete tutorial discussion questions. High quality answers are shared in an interactive Padlet on the unit’s LMS accompanied with a past student tip. To assist students with their first reflective task, a reflective activity on Menti is undertaken. Highly reflective exemplars are also shared on the unit’s LMS with further staff comments and feedback. Personalised emails were used to welcome students, individually reach out and support disengaged students during semester and to provide tailored mid semester feedback that directed students to specific homework and tutorial questions and lecture examples for self-reflection.</p> <p>Student voice was used as a narrative to promote student connection and collaboration (Matthews &amp; Dollinger, 2022). Past students, as partners in learning, shared their unit experiences in conversation videos which were engrained into the unit’s LMS and tutorial activities. In addition, the staff voice was used to explain connective links to subsequent unit’s objectives and content.</p> <p>Early development of professional skills, graduate attributes, and readiness to understand business world transactions must start in a student’s initial university year. This informed many aspects of this exemplary first year accounting unit redesign.</p> <p>To promote purpose, the unit’s LMS explains why each topic is studied, relevant connections to graduate attributes, business world and why each type of assessment is adopted (Tharapos, 2021). Assessment tasks were recreated to assist student’s development of disciplinary experience, critical thinking and problem solving, and integrated professional, ethical, and personal identity skills graduate attributes (Cloete, 2018). In-tutorial group work case study style discussion and practical Excel questions are used (Villarroel et al, 2018), constructively aligned exam questions adopted, linked reflective tasks developed and weekly topic quizzes, directly connected to lecture discussion, run before weekly tutorials.</p> <p>Lectures and tutorials are constructed as working relationships with educators and industry. Content is built on a real-world company’s financial statements, contain contemporary discussion and practical Excel spreadsheet and MYOB demonstrations that students concurrently work along with on their own and, throughout each lecture, students complete a lecture concepts worksheet. </p> <p>Technology enhanced learning tools were effectively used to foster student to student collaboration and educator and student relationships. Using Padlet, students work in groups to collaboratively complete tutorial discussion questions. High quality answers are shared in an interactive Padlet on the unit’s LMS accompanied with a past student tip. To assist students with their first reflective task, a reflective activity on Menti is undertaken. Highly reflective exemplars are also shared on the unit’s LMS with further staff comments and feedback. Personalised emails were used to welcome students, individually reach out and support disengaged students during semester and to provide tailored mid semester feedback that directed students to specific homework and tutorial questions and lecture examples for self-reflection.</p> <p>Student voice was used as a narrative to promote student connection and collaboration (Matthews &amp; Dollinger, 2022). Past students, as partners in learning, shared their unit experiences in conversation videos which were engrained into the unit’s LMS and tutorial activities. In addition, the staff voice was used to explain connective links to subsequent unit’s objectives and content.</p> <p>Early development of professional skills, graduate attributes, and readiness to understand business world transactions must start in a student’s initial university year. This informed many aspects of this exemplary first year accounting unit redesign.</p> <p> </p> Louise Luff Janine Coupe Mark Waddington Copyright (c) 2022 Louise Luff, Janine Coupe , Mark Waddington 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22089 e22089 10.14742/apubs.2022.89 Online exams: exploring student experience and integrity behaviours as we return to campus <p>On campus activity is resuming following two years of working and studying at home. Institutions are now faced with the opportunity and challenge of reconnecting students with an on campus environment while retaining the flexibility of online learning and assessment.</p> <p>During the pandemic there was a large uptake in the use of online remote exams combined with a variety of assessment security measures including proctoring tools designed to monitor student behaviour. Scholars and commentators alike have reported on positive and negative effects of these online assessment and security measures (Coghlan et al., 2021; Harwell, 2020; Selwyn et al., 2021; Stewart, 2020; White, 2020; Zhou, 2020). In particular, online proctoring technologies have been reported by some scholars to improve academic integrity behaviours (Dawson, 2020; Dendir &amp; Maxwell, 2020; Dyer et al., 2020; Gudiño Paredes et al., 2021; Hylton et al., 2016) while others have reported less favourable results impacting the broader student experience. For example, online exams have been shown to impact student satisfaction with their online exam experience (Dawson, 2020; Gudiño Paredes et al., 2021; Harwell, 2020; Jaap et al., 2021) and academic performance (Dendir &amp; Maxwell, 2020; Lee &amp; Fanguy, 2022; Milone et al., 2017).</p> <p>As students return to campus, institutions are faced with the dilemma of deciding what online assessment practices should be retained, adapted, or discarded. This Pecha Kucha reports on a comparison of off campus and on campus student experiences of online exams and assessment security measures including online proctoring.</p> <p>This Pecha Kucha will report on one of Australia’s largest university-wide student exam experience surveys. Our large dataset comprising over 12,000 total responses will reveal preliminary findings of student experience during Semester 2 2021 where students mostly completed online exams remotely at home, compared to student experience during Semester 1 2022 where students mostly completed online exams on-campus. Overall, proctoring conditions between the two teaching periods are relatively comparable, with the major difference being that for the on-campus held exams in Semester 1 2022, students were required to check-in at a physical booth and receive a wristband with QR reader allowing them subsequently check-in to the exam room where they then used their own device to complete the online exam.</p> <p>This study offers unique student perspectives and has allowed us to understand the impact of the varied proctoring and exam conditions on student satisfaction and wellbeing, as well as on academic integrity attitudes such as temptation to cheat and self-reported cheating behaviours. In keeping with the conference ‘reconnect’ theme we focus on comparing the online exam experience of students who have returned to campus with the experience of students who sat an online exam remotely in a private setting. In particular, we explore their satisfaction, preference, perceived academic performance, as well as their motivations and behaviours in relation to (not)cheating.</p> <p>This Pecha Kucha offers actionable insights in relation to the implementation of online exams and online proctoring for student who are studying off campus, but also for those who are returning to campus.</p> Michael Henderson Rebecca Awdry Jennifer Chung Cliff Ashford Mike Bryant Matthew Mundy Kris Ryan Copyright (c) 2022 Michael Henderson, Rebecca Awdry, Jennifer Chung, Cliff Ashford, Mike Bryant, Matthew Mundy, Kris Ryan 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22095 e22095 10.14742/apubs.2022.95 Student Feedback Literacy - measurement conceptual framework <p>One of the key enablers for learning is feedback. The student’s experience receiving feedback can have long-lasting impacts on their beliefs, motivation and behaviour, which influences academic achievement levels and lifetime learning potential (Carless &amp; Boud, 2018). For students to become proactive in the feedback loop process, they require competencies (understandings, capacities and dispositions) for the feedback process, known as Feedback Literacy (Carless &amp; Winstone, 2020). Student Feedback Literacy (SFL) describes the necessary competencies for students to effectively and proactively engage and act on feedback to improve their learning ability (Sutton, 2012). Whilst the student feedback literacy competencies have been well defined (Molloy et al., 2020), these competencies are difficult to quantify. Therefore feedback literacy remains hidden and, for students, is earned as a by-product of student learning that is only acquired subconsciously through student learning experiences.</p> <p>The conceptual framework in this proposal contributes to Technology Enhanced Learning (TEL) by quantifying Student Feedback Literacy levels which inform and trigger additional feedback loops that enable students to grow their feedback literacy, which empowers students’ lifetime learning potential</p> Ian Farmer Copyright (c) 2022 Ian Farmer 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22104 e22104 10.14742/apubs.2022.104 Measuring and Developing Digitally Adept Students with Assurance of Learning (AoL) Rubric <p>This presentation provides an overview of our innovative and comprehensive process for embedding student digital and professional capabilities and assuring the learning of these capabilities for our Business School’s accreditation and quality assurance purposes. To avoid surface level compliance and ensure all academics were engaged in the change process, we remapped our Program Learning Outcomes to key Competency Goals that met the strategic direction of our Business School, and the University more broadly.</p> <p>Five Competency Goals were developed: Global Citizenship; Ethical Reasoning; Analysis and Problem Solving; Job Ready; Digitally Adept. These were divided into 12 Objectives and underpinned by a suite of carefully designed rubrics to be workshopped and formalised as Assurance of Learning (AoL) Rubrics (Calma, 2021). We included our Business School’s commitment to the Principles of Responsible Management Education (PRME) and ensured the United Nations, Sustainable Development Goals (SDGs) were met in our core competency areas and learning objectives. Because the process followed the strategic direction of our business school, this process gave us a vehicle to showcase our priority areas, which included the innovative approaches taken by academics to enhance the Digitally Adept competency goal in student learning and assessment. An important aspect of the formalised process was the development of a digital Data Extraction Tool (rDET), developed by Ishpal Sandhu and Gillian Vesty, which allowed us to extract components of a rubric that matched each of the 5 competency goals and 12 learning objectives, not only for our AoL sample, but for all students in a course, regardless of course numbers. This automated data collection tool has made it possible to easily capture a wide range of data to reveal distinct areas for improvement in terms of curriculum alignment, assessment design and/or changes that can be made to enhance student experience while getting them ready for life and work.</p> <p>In a multi-dimensional constructive alignment process (Sridharan et al., 2015), the team validated the Competency Goals and Objectives, ensuring they were captured in assessments across all programs, and in all delivery locations. The suite of formal rubrics developed to measure the competency goals became the centrepiece of conversation among the program management teams. To ensure AoL sampling was a true representation of the practices across the Business School, all academics were asked to include the rubrics in their assessments. </p> <p>Importantly, the alignment process undertaken was embedded in formal governance mechanisms and reporting through the hierarchy of committees. The rubrics and template developed was the mechanism to expose current practice gaps and/or achievements of each of the digitally adept learning objectives and competency goals. Recommendations for change in process and/or curriculum were made, and appropriate resourcing provided on agreement. It was important that successful achievement of the digitally adept learning objectives showcased the move away from exams to exemplary authentic learning assessment designs. </p> Gillian Vesty Ishpal Sandhu Sam Fearn Copyright (c) 2022 Gillian Vesty, Ishpal Sandhu, Sam Fearn 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22108 e22108 10.14742/apubs.2022.108 Using virtual reality to support first-year online initial teacher education students <p>In Australia, online initial teacher education (ITE) has seen enrolments grow at six times the rate of other online degree programs, with 25% of all ITE students commencing studying fully online (Australian Institute for Teaching and School Leadership, 2020). Online learning provides increased accessibility and flexibility for students (He, 2014; Stone, 2012; Walker et al., 2020). The accessibility provided by online higher education has also been appreciated in the COVID-19 impacted environment; however, online study is different in character to on-campus study and this has raised issues in relation to student experience, engagement, and retention. Students studying online report feeling disconnected from their tutors, peers, learning purpose and higher education providers (Jaques &amp; Salmon, 2010; Gillet-Swan, 2017). Low retention rates have been linked to students’ feelings of disconnection and exacerbated by poor study preparation for online learning (Elliot &amp; Frost, 2018). This means that a critical factor in students’ online study success is orientation and study preparation tailored to their needs.</p> <p>Developing innovative approaches for transitioning online students into higher education is a challenge widely experienced across local, national, and global settings. The innovative use of Virtual Reality (VR) technologies is one approach that has had positive impacts on student engagement and motivation (Huang et al., 2021) and, as Yu (2021) identified in a meta-review of VR literature, promotes learner confidence and achievement. Whilst this emerging research indicates the benefits of using VR in learning and teaching, more exploration is needed to fully understand these and the barriers (Schott &amp; Marshall, 2021).</p> <p>In the context of an online ITE program at an Australian university, research findings are presented from a single descriptive case study (Merriam, 1998) that investigated the impact of a created VR (2D and 3D versions) providing key study orientation information to Bachelor of Education Early Childhood, Primary and Secondary first-year students. The VR was incorporated into the online mandatory first-year technologies education unit and introduced to students in a supported way through recommended online learning and teaching activities. Quantitative and qualitative data that were collected through the online questionnaire <em>Process of Learning with VR</em> (Makransky &amp; Petersen, 2019) examined participants’ experiences and barriers in using the VR (N = 20). Descriptive statistics and mean differences were calculated, and themes identified. Findings revealed participants felt confident using technology, preferred information to be communicated visually, and liked the option of 2D VR for home technology use. Further, the VR made learning more interesting, and the realism assisted in understanding the content. Although the overall results were positive, barriers and challenges were indicated. These include difficulties in accessing the VR using an Apple device, frustration with the movement controls, and feeling that the experience was not personalised enough. Insights gained about using VR to communicate information and support student experience are significant given the continuing rise of online higher education. The need for continued research and innovative use of technologies so that online education programs can be effectively humanised is particularly noted. The introduction of VR to online ITE students has additional ramifications for them as future teachers. This is a potential area of related study. </p> Rebecca Walker Copyright (c) 2022 Rebecca Walker 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22113 e22113 10.14742/apubs.2022.113 Using Emotional Learning Analytics to Improve Students’ Engagement in Online Learning <p>Online learning is learning enabled by technology as students’ interact with subject content, access and download resources, watch videos, and participate in online quizzes. Epistemic Emotions (EE), e.g., curiosity, surprise, confusion, frustration or boredom has a complex impact when learning online due to the lack of real-time feedback loop. It becomes vital to detect such emotions timely and accurately before they starts impacting the leaner adversely (e.g., D’Mello et al., 2017; Kosasi et al., 2020). EE activate or confines the learning. EE can be positive (surprise, enjoyment) or negative (frustration, boredom), or two folded (confusion). Positive emotions contribute to learning achievement, while negative emotions can cause frustration or anxiety, leading to impaired learning. Emotions are ambiguous and dynamic, and without innovations in learning analytics (LA) and Educational Data Mining, it is challenging to predict such emotions (D’Mello, S., 2017). This extended abstract focuses on how LA can help detect surprise and confusion in online learning, ultimately accomplishing achievement emotion(s) in learners.</p> <p>LA provides tools and techniques to measure, collect, analyse, and report interaction data of students. Deeper data analysis of all kinds of digital traces collected on online learning platforms has the potential to detect emotional and cognitive states (Karaoglan &amp; Yilmez 2022; Han et. al., 2021; Silvola et al., 2021). Innovations in emotional learning analytics leverage the voluminous and heterogeneous data available and propose adopting data-driven analytical approaches to study the impact of such emotions on students’ engagement and cognition. EE like surprise helps learners discover new knowledge, and improve memory and focus and cognition (Foster &amp; Keane, 2019). It adds the "novelty factor" to nourish students' curiosity and motivation (Hayden et al., 2011; Roesch et al., 2012). Whilst, confusion has a complex impact on cognition. Confusion causes disequilibrium due to incongruent information (Arguel et al., 2017). When students overcome the confusion, it helps in positive learning gains, but prolonged confusion can leave a student frustrated or bored, impeding their learning (Atapattu et al., 2019; Baker et al., 2010).</p> <p>The voluminous activity log data is valuable and non-intrusive source of information in detecting important epistemic emotions and can help identify potential learning difficulties. Such data promotes unbiased real-time assessment of emotions and is technically easy to deploy simultaneously. Text data on online platforms are analysed to isolate emotions like confusion and frustration (e.g., Ai et al., 2006; Lee et al., 2011). Online quiz data is analysed using fuzzy logic inferences (Author, 2021) and multilayer perceptron (Author, 2021) techniques to detect confusion in online learning. Both surprise and confusion can be induced to promote meaningful learning, for example, some studies have added conflicting text or triggered high-confidence errors in their experimentation. Epistemic Emotion Scales (EES) were then used to detect surprise, confusion and even curiosity, by analysing the impact of such unexpected text. (e.g Pekrun et al., 2017, Vogl et al., 2020).</p> <p>We show in this study, that LA tools and techniques can be utilised to detect EE to foster meaningful learning engagement and interventions, hence providing great research potential.</p> Chaitali Samani Amara Atif Kaska Musial-Gabrys Copyright (c) 2022 Chaitali Samani, Amara Atif, Kaska Musial-Gabrys 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22129 e22129 10.14742/apubs.2022.129 Designing Effective Work-Integrated Learning for Data Science Students: Considerations and Lessons Learned <p>Work integrated learning (WIL) equips students with real-world experiences by bridging the worlds of academia and work, theory and practice, reflection and action. Through WIL, students are able to gain critical life skills such as teamwork, problem-solving, communication, and professionalism, which are key for employability (Freudenberg et al., 2011; Jackson, 2015). They also get to apply the knowledge gained from classroom learning to practical projects, preparing themselves for the workforce. With the increasing demand for job-ready graduates, WIL remains a strategic priority for many higher education providers calling for significant investment in curriculum design (Billett, 2014).</p> <p>Along with the noted benefits, the challenges and factors that require careful consideration for successful WIL design are well established (Jackson, 2015). Past studies have examined approaches and best practices for effective WIL, with more recent work focusing on technology and connectivity in a post-pandemic era (Dean &amp; Campbell, 2020; Schuster &amp; Glavas, 2017). In particular, the foundation lies in strong partnerships between higher education and industry, which is responsive to the needs of all stakeholders (Choy &amp; Delahaye, 2011; Smith &amp; Betts, 2000).</p> <p>In our presentation, we discuss the considerations and lessons learned by educators in delivering a WIL subject for data science students in an Australian higher educational institution. Here, the underlying technicality of the subject involving data sharing and access, confidentiality, and intellectual property rights adds to contextual challenges. Additional challenges include the need to design a valuable student experience which can be scaled up for larger cohorts. The design of project-based learning experiences requires domain expertise, personalized mentorship, and pre-defined outcomes, prompting the shift towards a more problem-based approach where outcome spaces can evolve for transdisciplinary learning (Kligyte et al., 2021).</p> <p>We derive insights from designing an interdisciplinary space for WIL projects with particular focus on the perspectives of different stakeholders involved and managing their expectations and boundaries. This involves co-defining shared problem spaces for projects to create a common understanding across all stakeholders (Billett, 2015); to inform more appropriately aligned authentic assessments (Ajjawi et al., 2020) that are embedded in project work; guiding, supporting and managing team formation and group dynamics to empower students to work as autonomous groups (Brewer et al., 2020); and the use of relevant tools and platforms to facilitate operations and aid learning (Schuster &amp; Glavas, 2017). Feedback from students and industry partners has improved significantly across a 3 year period, with the current subject offerings receiving the highest student and industry satisfaction scores to date.</p> <p>The work contributes to the design of effective WIL by learning from practical experiences of educators before, during, and following the pivot to online learning due to the COVID-19 pandemic, with lessons transferrable to other WIL contexts. Future work will build on the findings by triangulating with additional data sources including student work.</p> Antonette Shibani Adrian Buck Copyright (c) 2022 Antonette Shibani, Adrian Buck 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22135 e22135 10.14742/apubs.2022.135 Scaffolding student reconnection with instructors and their peers using Perusall <p>Rapid shifts to hybrid and fully-online learning driven by COVID-19 have reduced opportunities for face-to-face learning interactions. Interactive (social or collaborative) learning, which permits students to reconnect, is believed to result in more learning than solitary or individual learning because interactive learning is generative (Lee et al 2019).</p> <p>University teachers want students to engage independently, actively and deeply with recommended or assigned content as an integral part of their learning. These can be in the form of readings from texts, journal articles or websites; as well as multimedia content such as Youtube videos. However, student engagement with assigned readings is frequently low (Kerr &amp; Frese, 2017). While individual engagement with the assigned content is important, social negotiation of meaning and understanding can support understanding, and facilitate interconnections that build a community learning experience. In the “new normal” of reduced face-to-face student-instructor and student-student interactions and connections, effective techno-pedagogical approaches that interconnect students-instructors-learning materials need to be tried and evaluated.</p> <p>Perusall ( is an online educational platform that permits social interaction with digital learning resources (e.g., textbook chapters, journal articles, or videos), creates a safe environment where there is no penalty for students in expressing misconceptions, where their peers may offer encouragement (Lee &amp; Yeong 2018), and instructors can scaffold critical thinking and other higher order thinking skills, which can lower students’ perception of the difficulty of material (Lee et al 2019). Unlike LMS discussion boards, annotations, which are facilitated by Perusall, are presented alongside and linked to selected content, and tagging of individuals permits conversations in response to annotations. Annotations and conversations may involve critical reflection, higher order thinking skills (Suhre et al 2019), metacognition (Woodward &amp; Neunaber 2020) and can indicate engagement (Marcell 2008). Yet readers of digital texts rarely add comments (Schugar et al 2011). While Woodward &amp; Neunaber (2020) found that Perusall fostered students’ social interaction over a text, there has been no systematic study to ascertain why students are more engaged or what increases their engagement. </p> <p>We report here on a pilot study that investigated how, within the Perusall environment, student engagement varies with instructor scaffolding. This study was carried out in one undergraduate first-year subject in 2020 and 2021 with a total of 84 students. The students came from different discipline degrees (37% Arts, 4% Biomedicine, 6% Commerce, 14% Design, and 38% Science). The instructors asked questions in 50% of the weeks involved in delivering the subject online or in hybrid mode. Instructors intentionally posted questions and comments on the week 1 reading to model the sorts of annotations that students might partake in. Students were required to make five annotations on the set readings for the week which could take the form of a question or comment. </p> <p>We describe the different scaffolding questions posed by instructors and peers that resulted in a greater frequency of student response, evidence of critical reflection, higher-order thinking and improved student engagement. We also reflect on the implications of these findings for broader teaching and learning. </p> Helena Bender Alexis Pang Copyright (c) 2022 Helena Bender, Alexis Pang 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22143 e22143 10.14742/apubs.2022.143 The Health Sciences Scholarship Strategy: a pilot peer-support initiative for academics <p>This presentation will report on a pilot initiative being undertaken within a team of university academics, with the aim of promoting peer support, space to develop and improve scholarly activity in all its forms. Scholarship and scholarly teaching are at the core of each university academic’s role (Ling, 2020; Boyer, 1990): ensuring currency, best-practice and skill development in a rapidly changing educational landscape (Matos et al., 2022). Communities of Practice (CoP) and peer support are known to encourage academics to participate in scholarly activities and professional development (Wenger, McDermott, &amp; Snyder, 2002), arising from Vygotsky’s theory that learning is enhanced when occurring in a group (Vygotsky, 1978). The project design contains many features of a CoP, such as a shared domain and set of practices; places for discussion and group activities (Jakovljevic, Buckley, &amp; Bushney, 2013). With the support of online technologies, this innovative project aims to provide a framework for supporting Health Science (HS) academics in the development of scholarly teaching practices and their capacity to immerse in scholarship from a discipline community perspective. The project also aims to demonstrate strategies for promoting team member research capabilities, development, and outcomes.</p> <p>Designed to sit within the wider institution research and scholarship centres, strategic plans, policies and procedures, the HS Scholarship Strategy is a local, co-creative initiative being formed through on-going and evolving team member participation and feedback. The HS Scholarship Strategy contains two main components – a community group called the HS Scholarly Teaching Think Tank, and the Research Incubator Group. These groups provide an informal space for team members to ideate, plan, progress and support research and scholarly teaching activities. With team members located around Australia, various technologies are being employed to deliver these components synchronously and asynchronously. In addition, four other sub-initiatives are included in the strategy: peer-support workshops; scholarly forums; a scholarly literature club; and an active teaching development project. The main outcomes of interest are participation and engagement in scholarly development activities. The strategy components, including their aims and specific outcomes being measured, will be further described.</p> <p>Given the challenges of teaching and learning during the COVID-19 pandemic, knowledge sharing has been made easier using technology, within this project of enhancing scholarly capabilities. Overall, this pilot strategy been designed with the support of the literature on peer support and its potential in developing faculty scholarship, academic culture and the construction of professional identity (Van Schyndel, et al., 2019; Clarke, Hyde, &amp; Drennan, 2013 In alignment with these theoretical bases, this presentation will share early findings and areas for further professional development. There is potential for broader implementation in other teams across the university. This may be of interest to academic and other university teams looking for contextualised, team-based strategies for improving scholarship activities and scholarly teaching outcomes. </p> Ashley Hillsley Danielle Burgess Amber Moore Dhivya Rajasekaran Noosha Ehya Manisha Thakkar Copyright (c) 2022 Ashley Hillsley, Danielle Burgess, Amber Moore, Dhivya Rajasekaran , Noosha Ehya, Manisha Thakkar 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22160 e22160 10.14742/apubs.2022.160 UDL Implementation in Higher Education: Drawing lessons from the COVID online pivot and reconnecting with inclusive design in the face-to-face classroom <p>After two decades of advocacy across North American campuses, it is fair to assert that Universal Design for Learning (UDL) is finally having an impact on the inclusion of students with disabilities across campuses (Schreffler et al., 2019). It is helping shift instructors and departments away from medical model approaches to students with disabilities (Edwards et al., 2022), and facilitating the adoption of the social model of disability in classroom practices (Fovet, 2014). In 2020, however, the COVID-19 pandemic forced campus closures and an overnight shift to online instruction and assessment across the world (Hodges et al, 2020). Many have argued that this pivot has helped increase awareness of accessibility and has developed inclusive design as a mindset among instructors (Dhawan, 2020). Equally numerous are researchers and practitioners who feel that the pandemic has weakened institutions’ commitment to inclusion, made accessible learning more difficult to achieve, and generally hindered the development of UDL in higher education (Napierala et al., 2022). This dichotomy in perspectives is pervasive and encountered in most jurisdictions; it demonstrates the need for higher educators to ‘reconnect’ despite these lived experiences and to journey collectively and collaboratively towards more inclusive practices, in this period of healing. This interactive session will lead the audience in assessing to what extent each of these assertions might be true, and how campuses can draw important lessons from these experiences, in relation to UDL implementation – particularly in Technology Enhanced Environments (TELs). It will examine how researchers and practitioners must draw from lessons learnt in online teaching and learning in these two disruptive years to ‘reconnect’ with the inclusive design mindset et advance UDL implementation as they return to the fade to face classroom. It will demonstrate how sometimes difficult and rushed reflections around inclusive design in TELs that occurred during the global health crisis, now have the potential to radically overhaul previous attitudes and assumptions, and to erode initial resistance to inclusive design as a mindset. The presentation draws from multiple interactive workshops which have been offered to UDL advocates and faculty throughout the pandemic. It presents the analysis of phenomenological data gathered throughout these professional development sessions.</p> Frederic Fovet Copyright (c) 2022 Frederic Fovet 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22174 e22174 10.14742/apubs.2022.174 Demonstrating cultural diversity and inclusivity in selecting academics in higher education in Australia <p>Benefits of a diversified workforce is undeniable. This paper outlines research in progress into racial, cultural and gender influence on the selection processes of academic positions in higher education in Australia. We argue that a genuine aim of cultural diversity and inclusivity among students needs to be preceded and demonstrated by the same goal in selecting academics in higher education. This work is important as there is no study in Australia on how the university's academic selection is influenced by the decision-maker's personal and organisational characteristics and belief systems. This research aims to collect data from the university employees who have been interviewed for academic positions and from staff who have served on selection panels. The research will employ a survey followed by optional semi-structured interviews. Descriptive and thematic analysis will be carried out on the survey data. The interview data will be analysed using verbal data analysis. The result of this research would provide insight into how the cultural, racial and gender identity of the candidate and members of selection panels influence the selection process in academic recruitment in Australian universities and thus demonstrate the aim of cultural diversity and inclusivity among academic staff and students.</p> Kashmira Dave Philip Uys Copyright (c) 2022 Kashmira Dave 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22178 e22178 10.14742/apubs.2022.178 Scale-up of the Artisans: Creating practices, systems & tools for a team of learning designers <p>As institutions seek to increase their capacity in various modes and models of instruction, they are relying more heavily on learning designers to implement these projects. This has created a need to scale-up beyond the artisanal approaches and practices of traditional learning design. This presentation will explore the development of collaborative practices, the use of learning patterns and the development of a new tool, the Smart Storyboard, to help meet the needs of a scaled-up learning design team.</p> Tim Klapdor Copyright (c) 2022 Tim Klapdor 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22195 e22195 10.14742/apubs.2022.195 Transitioning e-portfolio implementation from early adoption to widespread use <p>While e-portfolio use in higher education has increased steadily over the past decade (Lu, 2021, McAllistar &amp; Hauville, 2017) challenges and barriers in broad implementation remain (Paulson, &amp; Campbell, 2018). After several years of ‘piloting’ an e-portfolio platform in our faculty, we find ourselves in a position described by Reynolds and Pirie (2016) as the ‘chasm’ between moving from early to majority adoption. This presentation will discuss key barriers we have experienced in transitioning to widespread use of e-portfolio across the faculty and how we have addressed these to date.</p> <p>The pedagogical benefits of e-portfolio adoption for formative assessment and reflection on learning are widely documented (Paulson &amp; Campbell, 2018, Miller &amp; Morgaine, 2009). Integrating the e-portfolio for these purposes at the subject level requires an intentional re-design of the assessment schedule, often resulting in increased opportunities for iterative feedback throughout the semester (Fallowfield et al., 2019). Although this is beneficial to student learning, it can place extra pressure on stretched academic workloads.</p> <p>Furthermore, while e-portfolio adoption can benefit individual subjects, it is most valuable when it is embedded at the course or program level (Hallam et al, 2010). To achieve the programmatic implementation of an e-portfolio platform, however, requires complex collaboration across a range of stakeholders. In particular, our experience shows that success in embedding e-portfolio at the program level relies upon the program director championing the new education practice (in our case, the program director of the Bachelor of Media &amp; Communications, or BMC). Partnering with a high level and committed champion of change in academic leadership helped to secure buy-in across the teaching team, and agreement on a coherent pedagogical approach.</p> <p>While cross-team collaboration is an essential factor for e-portfolio adoption at the unit level, successful rollout can generate resourcing challenges for teams involved (in addition to the aforementioned academic workload). In our experience, student training and support was largely provided by professional staff at the faculty level. The onerous nature of synchronous training lead to the development and implementation of asynchronous orientation modules and a focus on ‘just-in-time’ instructional resources.</p> <p>Resource issues were exacerbated further due to the lack of a central e-portfolio solution within the University. Individual faculties have selected various platforms to meet their pedagogical and disciplinary needs, and supported the use of these ‘in-house’. Our faculty team was often consumed by supporting technological issues, hampering our efforts to focus on wider implementation. This piecemeal approach to support makes it difficult to affect change (Paulson, &amp; Campbell, 2018). In order to address this issue, we drew on the successful integration of the e-portfolio in the BMC as a model of best practice and a strong case on which to secure University-level and vendor technical support for the platform.</p> <p>As we continue to ‘cross that chasm’, we welcome more units onto our e-portfolio platform, and seek further opportunities to build the broader collaborative networks and academic enthusiasm necessary for widespread adoption.</p> Carmen Sapsed Copyright (c) 2022 Carmen Sapsed 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22201 e22201 10.14742/apubs.2022.201 Using Participatory Co-Design to identify industries’ specific employability needs for targeted Micro-credentials <p>Industry-focused micro-credentials are paving the way to a new ‘culture of partnership’ between higher education and industry (Dawkins &amp; Bean, 2021). With rapid changes in industries and workplaces, micro-credentials offer potential to enhance transitions from learning to work and respond to industries’ emerging workforce needs. However, this potential can only be realised if micro-credentialed learning achievements are both recognised and valued by industries and employers. Thus, strong and engaged partnership with industries is key.</p> <p>Over the past five years, we have been utilising ‘Participatory Co-Design’ (PCD) (Kristiansen &amp; Bloch-Poulsen, 2013), combined with an evidence-based, ethnographic Design Thinking approach (Liedtka &amp; Ogilvies 2011, Liedtka, 2018), to develop employability frameworks for several professions with both educational and professional lenses. Gomez, Kya and Mancevice (2018) argue that PCD ‘represents a sociocultural theoretical commitment to learning from, and designing for, local contexts’ (p.403).</p> <p>Our experience has shown that PCD offers a powerful pathway to productive partnerships that combine educational and industry expertise and insights, to surface current and future employability needs. Starting with global scans of emerging industry needs, we built out prototypes to test resonance with industry experts and gather feedback to iterate our models. This process resulted in employability frameworks that are being embedded in a range of post-graduate and professional short-form courses. The PCD process is a logical choice for validating industries’ specific employability needs for micro-credentials across tertiary and professional education. Through applying this approach, contextualised design principles are co-defined, specific employability needs are confirmed, and industry leaders and stakeholders buy into both the process and ultimately the verified learning achievements targeted by micro-credentials.</p> <p>This Pecha Kucha session provides an overview of our process, opportunities and challenges we have experienced, and what’s next.</p> Maryann Haffenden Caroline Steel Copyright (c) 2022 Maryann Haffenden, Caroline Steel 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22202 e22202 10.14742/apubs.2022.202 Students as co-creators of an Aboriginal & Torres Strait heritage garden and interactive maps <p>Over the last decade in response to the Universities Australia National Best Practice Framework for Indigenous Cultural Competency (2011), Australian Higher Education curricula have become increasingly permeable to First Nations ways of knowing being and doing. Online Campus Floras ("Turning campus grounds into botanical learning and teaching spaces,"Quinnell, The University of Sydney, 2020) can offer valuable teaching resources for biology and for experiential place-based learning beyond biology (e.g., in ecology, human geography, storytelling) as Aboriginal and Torres Strait Islander heritage walking trails (Muecke &amp; Eadie, 2020), and as portals to translate intergenerational knowledge by offering cultural, experiential learning for everyone (Muecke &amp; Eadie, 2020). Partnerships between schools, two Australian universities (one in Brisbane and one in Sydney) and respectful working practices with First Nations knowledge holders in use of co-designed citizenship science projects to create, curate and disseminate location and information about Indigenous Knowings in plants by incorporating learning objects (photos, videos) derived from observations of campus flora at a university in Brisbane, Queensland, is the first of its kind to create a distinctive learning environment celebrating co-creation alongside Indigenous Knowings in curriculum via use of technology.</p> <p>The value of outdoor learning in the context of First Nations’ cultural connections to the living worlds is well-documented, with most botanical gardens and universities offering Aboriginal heritage trails (e.g., Royal Melbourne Institute of Technology("RMIT Keelbundoora scarred trees and heritage trail," 2020), Murdoch University ("Murdoch University: Ngoolak, Poolgala and Koorloo Walk Trail," 2020), Monash University ("Monash University:Aboriginal Trail," 2020)), The University of Sydney (“Patyegarang Language Trail, 2016). In addition, citizen science approaches offered the means for students and knowledge experts to collaborate in an online environment whilst working outdoors (e.g., Pettit et al., 2014; Struwe et al., 2014). Citizen science applications like iNaturalist App, resolve the challenges for collaborators (students and knowledge experts) when unable to physically meet due to remote locations and COVID-19 restrictions, to meet online and work in equal partnership to develop their digital literacies and resources.</p> <p>Here, First Nations plant knowledge was gathered in partnership from an external Indigenous plants/garden local consultant for Brisbane with students from our school collaborators via regular guidance and consultation. Learning objects (i.e. plants, yarning circles, native beehives) were crafted into a virtual educational tour using an online mapping system iNaturalist App to facilitate blended learning experiences. Students follow up by participating in development of appropriate inclusion of this information in the curriculum.</p> <p>Use of these online resources can widen participation outcomes and deeply embed Aboriginal and Torres Strait Islander perspectives into school and university curricula leading to preservation and promotion of Indigenous Knowings both to a national and international audience. Permission to disseminate and share this information as a teaching resource between First Nations, participating schools and the two participating universities was secured. Implications for further practice include co-creation and development of online Aboriginal &amp; Torres Strait Islander heritage walking trails at other universities, linking to local and national botanical gardens and Aboriginal and Torres Strait Islander resource websites.</p> Isabelle lys Rosanne Quinnell Peter Weyand Bruce Phillips (Morgan) Kate Mochrie (nee Wragge) Copyright (c) 2022 Isabelle lys, Rosanne Quinnell, Peter Weyand, Bruce Phillips (Morgan), Kate Mochrie (nee Wragge) 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22209 e22209 10.14742/apubs.2022.209 The remote studio: Enabling higher quality teaching and learning resource creation in satellite campuses and increasing equity <p>Satellite campuses have had varying success with some being in a state of decay (Fraser &amp; 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 &amp; 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 a recommendation from the Bradley review to increase this to 20% (Craft, 2019, p. 1372). Some of the most vulnerable students will be at a greater risk of receiving sub-optimal education. The authors are a part of a small, centralised media production team looking to reduce such risks by utilising their area of expertise. Distance posed a challenge in providing equitable services to one satellite campus at their institution. Academics did not see the value of driving an hour each way to record content that could sometimes take 5 minutes. Initial video production DIY setups were implemented but had low adoption, poor quality and were plagued with technical issues. In response a remote studio was proposed and funding became available to turn this concept into a reality.</p> <p>In the design of this studio, an important emphasis was placed on creating an equitable experience for academics who would use the space. This studio was required to have all the features of the central campus studio. It needed to be highly configurable so that a variety of recording options could be possible. This included recording pieces to camera with curtains or virtual backgrounds, teleprompter support, interview format, slide presentations with picture in picture and touch screen stylus functionality. This would enable the creation of best practice multimedia informed by key researchers such as Richard Mayer (2012) which had already been proven in the central studio. Other areas of research that informed the design included educator presence (Swan, Garrison, &amp; Richardson, 2009), visibility (Pi et al, 2020), delivery techniques and duration (Guo, Kim, &amp; Rubin, 2014).</p> <p>A point of difference for this studio was that it needed to be fully remotely operated. This objective proved to be the most challenging aspect which required a large amount of research, liaising with suppliers, contractors, and IT. These challenges were ultimately overcome, and a highly functional remote studio was established.</p> <p>After the successful launch and trial of this studio, a similar remote studio was constructed at another satellite campus. These studios have recorded approximately 500 videos across dozens of courses and have provided enhanced learning opportunities for many students. Qualitative feedback from teaching staff of the room has been overwhelmingly positive. The remote studio project was an ambitious and unprecedented undertaking. This experience can be used by other institutions as a blueprint when negotiating the same types of equability issues across multiple campuses. </p> Nicholas Barham Paul McDonald Copyright (c) 2022 Nicholas Barham, Paul McDonald 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22214 e22214 10.14742/apubs.2022.214 Establishing a Common Design Language and Process for Unit Development using Miro Template <p>Our Faculty has embarked on an ambitious multi-year project aimed at taking advantage of lessons learned during emergency COVID online learning and teaching, to develop a set of Faculty principles and implement a transformation of unit offerings into a suite of integrated hybrid experiences supporting and connecting students both on campus and online. The challenge we faced was around the traditional way of delivering content and building knowledge as well as how we assess students. To support the transformation process, the teaching staff and the design staff involved, we have developed and continue to refine a collaborative and non-linear design process template in Miro.</p> <p>The template is designed to guide conversations with academic staff about proposed changes to the unit design. It allows entry into the design process at any point that suits the academic and supports an iterative design thinking approach. Additionally, it enables rapid ‘paper’ prototyping of ideas and establishes a common design language amongst teaching and design staff. This template helps rapidly explain current development thinking to others. The fundamental difference of this template and commonly used design processes is the visualisation of connections between learning outcomes, assessments and sequencing of learning activities. This approach to learning design uses digital mediating artefact in facilitating unit design.</p> <p>The template currently shows the design of a unit from its place within a course or courses, all the way down to the finer details of lesson planning. At every turn, it unobtrusively buttresses the design process with reference to selected design and educational theory, and university policy, subtly reinforcing good teaching practice.</p> <p>The following are currently included in the template, and there are plans to incorporate frames that support the development of assessment rubrics, lesson plans and the conceptual development of new units and courses.</p> <ul> <li><strong>Curriculum Mapping - </strong>places the unit within its course context. Course and unit learning outcomes are mapped to unit assessments. Enables a simple and clear visualisation of unit place in multiple courses where applicable.</li> <li><strong>Unit Delivery Mode - </strong>enables integration of face-to-face and remote learning activities, enables visualisation of connections between activities, and helps track unit student workload.</li> <li><strong>Assessment Design -</strong> links assessment design to assessment theory - assessment by, for and of learning (Voinea, 2018), enables visualisation of connections between assessments and sequencing of learning activities, marking and feedback. It tracks student workload in assessment preparation.</li> <li><strong>Refining Learning &amp; Defining Content - </strong>links to Blooms and Solo and University learning outcome writing guide to guide crafting of unit learning outcomes if they need to change <ul> <li><strong>Class Lesson Plan - </strong>Enables the visualisation of in-class plans and implementation of University active learning guidelines (4As) (Vella &amp; Ashworth, 2007)</li> <li><strong>Semester Map</strong> - lays the entire unit out across a semester timeline. It enables a bird-eye view of the sequence of all unit-related activities. It can be used to compare student learning experience and workload over multiple units in any given semester timeframe.</li> </ul> </li> </ul> Matt Chen Copyright (c) 2022 Matt Chen 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22223 e22223 10.14742/apubs.2022.223 The Impact of social presence during COVID-19 and the implications for learning design <p class="Abstractandkeywordsstyle"><span lang="EN-US">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). </span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">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. </span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">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. </span></p> <p class="Abstractandkeywordsstyle"><span lang="EN-US">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.</span></p> Sanaz Alian Mitchell Parkes Steven Warburton Copyright (c) 2022 Sanaz Alian, Mitchell Parkes, Steven Warburton 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22236 e22236 10.14742/apubs.2022.236 Beyond Pressbooks: Towards Decentralised Open Textbook Platforms <p>Open Educational Resources (OER) are defined by UNESCO as “any educational resource that may be freely accessed, copied, re-used, adapted and shared and which are available under an open license or are in the public domain for use without paying royalties/license fees.”(<em>Study On International Collaboration on Open Educational Resources (OER)</em>, 2017). In particular, Open Textbooks (a form of OER that provides an alternative to traditional publisher textbooks) has been found to both reduce costs for students (Wiley et al., 2012) and have been found to be as effective or more effective than traditional textbooks (Robinson et al., 2014). In Australia, Open Textbooks continue to grow in use, being developed through grant projects through the Council of Australian University Librarians (CAUL) and other groups, however as Stagg and Partridge (2019) note, awareness and understanding of OER and open textbooks is still quite low amongst academic staff in some institutions.Additionally, Lambert and Fadel recommend that more resources be earmarked for creation and use of Open Textbooks(Lambert &amp; Fadel, 2022) In this presentation, an alternative to the widely used PressBooks platform is presented as a work in progress, one that that decentralizes the requirement for a single space to author and store Open Textbooks.</p> <p>PressBooks is an open-source platform for the creation of open textbooks based on the WordPress blogging system. For most organisations, it is primarily implemented as a hosted system, meaning institutions pay for PressBooks to store and maintain their books. Some universities in Australia are exploring PressBooks through pilots that tend to limit instructor access and creation of materials. Inspired by BCCampus’ Open Textbook Repository (<a href=""></a>) and a lack of accessible options for open learning materials creation, the presenter began to explore alternatives.</p> <p><em>theopenbook</em> was developed as a Wordpress theme that could be added to any existing Wordpress site, either hosted on WordPress’s free site (<a href=""></a>) or on any university or privately-hosted Wordpress site. It provides a fast and modern user experience and navigation, while also providing easy block-based authorship, license selection on each book, design and accessibility choices, LMS / VLE embedding, upvoting and commenting, with ePub and PDF export currently in development. Like PressBooks, <em>theopenbook</em> allows for more plugins to be added for collaborative annotation, text-to-speech, automatic podcast generation, dead-link checking, H5P integration and even student-editable content, which can build connection between students while also demonstrating learning (Snowball &amp; McKenna, 2016). Providing multiple means of access, in a mobile-friendly and flexible manner provides students with new ways to interact with learning technologies, learning materials, and each other. For authors, it provides fast and way to start creating with minimal professional learning requirements.</p> <p><em>theopenbook</em> is currently being piloted at <a href=""></a>, housing all learning materials for the University of New England’s Graduate Certificate in Digital Learning.</p> Stoo Sepp Copyright (c) 2022 Stoo Sepp 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22243 e22243 10.14742/apubs.2022.243 Navigating the third space: the online community mentoring program <p>Professional and academic staff with a focus on learning and technology are both increasingly present in Australasian universities and seen as vitally important in the delivery of high-quality learning experiences. These professional staff often have titles such as learning designers, technology integrators, educational designers and similar. Yet their precise position and role within higher education, and indeed, the requisite skills and knowledge required to successfully perform these roles often remains vague, especially for academic staff with whom they work. These roles became even more important during the disruption caused by the COVID-19 pandemic (McIntosh &amp; Nutt, 2022). </p> <p>These staff often work in what is described as the “third space” (Whitchurch, 2008), a hybridized zone that requires an understanding of different types of learning programs, and ways in which these can be delivered most effectively in a virtual environment (Zellweger, Moser &amp; Bachmann, 2010). In this way, they are boundary crossers (Watermeyer, Crick &amp; Knight, 2021) between the academic and professional spaces, required to work within both, but belonging to neither. This can often contribute to feelings of professional isolation amongst these staff, as well as a lack of clarity about career progression.</p> <p>Mentoring is recognised as an avenue for welcoming new members of the profession. It combines more experienced members with less experienced members and takes the form of regular meetings to discuss challenges and opportunities (Bean &amp; Hyers, 2014; Donelly &amp; Mcsweeney, 2010). The online variant is hardly new, although it has grown significantly during the pandemic (Joseph, Lahiri-Roy &amp; Bunn, 2022). It offers advantages in terms of reach and scalability to participants, although there are potential weaknesses, too. Traditionally, mentoring is an activity that takes place between one mentor and one protégé. However, group mentoring is on the increase.</p> <p>This presentation reports on how a group approach taken in a community mentoring program (CMP) comprised of five staff from different universities (three mentors and two mentees) provided an avenue for third space staff to share their experiences with each other in order to begin formulating a collective professional identity. Group mentoring allowed a greater diversity of experiences and ideas, which in turn contributed to a greater feeling of ‘being in it together’. The CMP became a space for the exploration and discussion of different roles within higher education, as well as the sharing of common experiences, successes and frustrations. Our reflections may inspire you to create a similar opportunity within your own institutions, or through the ASCILITE Mentoring Program.</p> Clare McNally Keith Heggart Oriel Kelly Puva Arumugam Fiona Murray Copyright (c) 2022 Clare McNally, Keith Heggart, Oriel Kelly, Puva Arumugam, Fiona Murray 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22246 e22246 10.14742/apubs.2022.246 Mentoring relationships through technology in the third space <p>This study has its genesis in the ASCILITE Community Mentoring Program (CMP), in which the authors are active participants. This program runs primarily for the benefit of ASCILITE Members and involves partnering members from across the sector in professional mentoring relationships. The CMP is a vehicle designed to enhance specific knowledge, skills and capacities among the membership, where more experienced members work with those wishing to develop-up their expertise in agreed areas (ASCILITE, 2022).</p> <p>Mentoring has been recognised as an important professional development medium for academics and professional staff working in higher education. These relationships are seen to provide personal growth opportunities that contribute to an individual’s career development and professional identity (re)formation (Qi, in press). Individuals who engage in mentoring are generally team-players, able to function flexibly and in an agile fashion in challenging work environments (Fenwick, 2016; Fenwick et al., 2012). These attributes bode well in building mentoring relationships and sense of belonging. During the mentorship, mentees and mentors build upon their multifaceted competences needed for collaborative, critical and creative work. They take an inquiry-based and reflective approach to build and expand connections, interactions and relational endeavours to potentially align with their personal and professional agenda. They constantly negotiate and self-position in the mentoring space to transcend disciplinary boundaries (Manoharan, 2020). Here, we are conscious of a fundamental question which alludes to mentees and mentors in how they might traverse and relate to their respective professional contexts and concurrently their learning and development opportunities within the mentoring relationships through technology.</p> <p>More recently, Mentors and Mentees leverage the affordances of digital technologies to enhance access to each other, resources and learning across a multitude of contexts. In response to ever-diversified academia in Australasia, mentoring has been perceived as a deep, meaningful and reciprocal learning and developmental avenue. The hybridity of learning and development has created greater opportunities for richer learning experiences and ways to belong (Press et al., 2022).</p> <p>This study employs ‘Third Space’ as a metaphor to reimagine and analyse the relationships and learning of mentors in the mentorship as a co-developmental opportunity. The idea of Third Space derived from cultural theory explores spatial relationships (Padro, 2022; Whitchurch, 2012) and rejects the dichotomy of relationships. It however takes into consideration the contemporary, blended, socially enabled sites for participation and collaboration (Soja, 1996) intersecting with digital technologies. In this sense, mentoring is characterised by the hybrid nature of 21<sup>st</sup> century learning and development to seed opportunities for new ways of interactions and collaborations across disciplines, to help address the challenges of the modern university (Manoharan, 2020). To help the researchers understand the lived experiences and learnings derived from mentoring, this study has adopted a phenomenological approach that explore the nexus of learning, mentoring and digital technologies. The well-established ASCILITE CMP program then provides the ideal analytical lens into the Third Space, to address the following research questions:</p> <ol> <li>How do Mentors experience mentoring, and what do their relationships, learning and development look like?</li> <li>How and in what ways does the Third Space construct position a Mentor’s approach in framing their CMP mentoring activities?</li> <li>To what extent do digital technologies promote a sense of belonging for learning and development in the Third Space?</li> <li>How might mentoring be designed for the Third Space (re)shaped by digital technologies?</li> </ol> <p>These questions pose complex concerns. Our empirical study is not necessarily to resolve all these challenging issues. Our point of departure is to raise awareness of mentorship through ongoing critical inquiries, reflexivity and considerations that contribute to the higher education community.</p> Grace Yue Qi Nona Press Michael Sankey Copyright (c) 2022 Grace Yue Qi, Nona Press, Michael Sankey 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22247 e22247 10.14742/apubs.2022.247 Bridge2Practice: an interactive skills training e-tool which improves learning outcomes in university health students <p>Given the challenges with COVID-19 in the past two and a half years, clinical programs have struggled to find placements where students can get hands on experience assessing and working with real patients. Placements have switched to tele-practice or simulations each of which has a range of limitations. A key learning objective in healthcare programs is that students will be able to develop procedural skills, so reduced placement availability impacts students’ opportunity to practice these skills. Learning procedural skills also poses a problem for time-poor educators who must provide feedback to students and opportunities for students to practice in the classroom environment. An online learning tool aims to bridge these learning gaps and address the abovementioned educational challenges.</p> <p>Bridge2Practice (B2P), created by the School of Health Sciences, The University of Sydney, enables health students to practice identification of a range of specific features of clinical interventions and receive immediate feedback. B2P uses patient recordings for the learner to identify features of clinical interactions and procedures and subsequently receive immediate feedback and comparison of their assessment to that of their peers and experts. As such, it utilizes consensus learning and harnesses aspects of successful coaching such as reflection and explicit practice (Cushion et al., 2012; Cushion et al., 2003; Madill et al., 2020), to support the learning and teaching of motor and procedural skills to patients in clinical settings.</p> <p>B2P is freely available 24/7 and is utilised by over 7000 users from more than 14 institutions around the world for research and teaching purposes. It is currently used to support skill development in physiotherapy, sports science and speech pathology students and is integrated with online only and blended-learning educational programs. B2P incorporates features of Universal Design for Learning (UDL) (Dinmore, 2014), an approach to learning that involves embedding engaging and authentic learning opportunities into teaching and assessment using multiple modes of engagement. B2P also optimises relevance, value and authenticity, fostering collaboration and community and increasing mastery-orientated feedback.</p> <p>In a case example of clinical skills of entry-level speech pathology students, we will show B2P’s flexibility in supporting learning objectives and skill development based on a UDL perspective of learning. Students watch and rate a range of clinical videos in B2P to identify features relevant for clinical practice and receive immediate feedback of their ratings compared to experts’ and other students’ ratings of the same sample. This immediate feedback enables students to see the difference between novice and expert ratings, and observe the formation of a consensus answer by the student group. The benefits of practice via B2P is evidenced by a positive correlation between students who engaged with B2P and improved assessment results. Furthermore, B2P was of benefit to staff in saving them thousands of hours of marking and feedback.</p> <p>In the future, B2P will continue to be implemented to promote student engagement in skill development across a range of allied health settings with the capacity for application in other disciplines where interactive skill-based practice is required.</p> Catherine Madill Andy Smidt Lauren O'Mullane Copyright (c) 2022 Cate Madill, Andy Smidt, Lauren O'Mullane 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22252 e22252 10.14742/apubs.2022.252 E-portfolio practice for student wellbeing in higher education: A scoping review <p>With the onset of the COVID-19 pandemic, technological transformation in higher education was promoted globally. While e-portfolios are not necessarily new as an educational approach, their significance as an alternative online assessment model increased during this rapid, compulsory shift from face-to-face learning into distance learning modes (Rodriguez et al., 2022). Meanwhile, amidst the unprecedented pedagogical and technological changes, mental health issues are an alarming concern. Students in higher education face stressors impairing not only academic performance and social life but also mental health and wellbeing (Davis &amp; Hadwin, 2021; Hartl et al., 2022; Prasath et al., 2021; Stallman et al., 2022).</p> <p>The significance of developing collaborative, safe and supportive digital environments has been increasingly emphasized by educators and researchers in higher education institutions and universities around the world. However, no previous study has mapped existing studies on the impact of e-portfolio practice on student wellbeing. In that context, the aim of the study was to map and assess published empirical studies on the contribution of e-portfolio practice to student wellbeing in higher education. Our leading research question was: What is known from the existing research literature about the contribution of e-portfolio practice to student psychological wellbeing?</p> <p>A scoping review was conducted using the methodological framework of Arksey and O’Malley (2005). A systematic and comprehensive search of ProQuest, Scopus, Web of Science, Wiley Online Library and Google Scholar databases was performed for studies published between 2012 and 2022. Eligibility criteria were agreed upon among the writers before the review started. One of the authors assessed eligibility in two stages and extracted data using Covidence Software. Where doubts arose, the authors came together to reach an agreement at the full text review stage.</p> <p>The review included 23 papers based on empirical findings and discussions. Five thematic groupings around student wellbeing were identified among the included papers: motivational outcomes, self-perception outcomes, identity outcomes, social outcomes, and self-efficacy outcomes. E-portfolio practice, when designed to allow creativity and communication, seems to contribute positively to student wellbeing in higher education. When it is regarded as summative assessment, on the other hand, it might affect student wellbeing negatively as a stressor. Most of the students have a positive perception of e-portfolios on their personal development, self-efficacy, self-esteem, and motivation. There is also a minority of students reported to see no value in e-portfolio practice and perceive them as a waste of their time.</p> <p>Future research should investigate how and what kind of e-portfolio learning design can help with building resilience and wellbeing among higher education students. More empirical research is needed to develop an instrument to measure the impact of e-portfolio practice on student psychological wellbeing as well as retention and success.</p> Aslihan McCarthy Clare McNally Kate Mitchell Copyright (c) 2022 Aslihan McCarthy, Clare McNally, Kate Mitchell 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22254 e22254 10.14742/apubs.2022.254 The Use of Learning Portal: Reconnecting Students with Teacher for Practical Courses <p>Learning to sail is more than on-water lessons. Prior to the global pandemic 2020, students were required to attend a day of theory lessons before their lesson on the sea. During the crisis, the in-person contact was prohibited. Therefore, the learn-to-sail programme continued with students attending the theory lessons online followed by a recording that could be accessed. For the practical part, the students were introduced to an app for virtual sailing experience. However, the synchronous online lessons attracted more attendance (i.e., up to 100 participants per session) than the virtual sailing experience.</p> <p>Voluntary student feedback of 2020 and 2021 reveals that the students enjoyed the online synchronous theory lessons especially when they could re-watch the recording after the lessons to acquire certain skills at different individual paces (e.g., tying different knots). When the Covid restrictions eased and the students were back for their on-water session, the teacher realised that there is more practical time for students as the students were able to relate what they had learnt from the online theory lessons. Most importantly, the connection between the teacher and the students is found to be more engaging and interactive with Q &amp; A than the previous in-class cohorts.</p> <p>Therefore, in 2022, we piloted a learning portal for the Level-1 course to increase the meaningful learning experiences for students. Adopting a theoretical framework (2021) that integrated technology acceptance model (TAM) and theory of planned behavior (TPB), we redesigned the original in-class theory lessons into eight online self-paced modules. Each module is a short video clip that covers a topic followed by a short auto-generated quiz, and the modules are sequenced in a scaffolding manner but the students could re-visit any module(s) as frequent as they need to. The students will receive the feedback straightaway, and they will be able to compare their scores with other students in an anonymous manner. They can re-do the quiz if they wish to and the answers for each question are randomised in every attempt.</p> <p>Pedagogically, the anonymous quiz results allow the teachers to realise the aspects that need to be re-emphasised/re-explained during the practical session. This helps the teachers to reflect if they have taught those aspects well in the modules. Also, the fact that the learning portal becomes a revision resource for the students after the course is beneficial, particularly if the students are embarking onto the next level(s).</p> <p>The insights from the current voluntary student feedback highlight that the sense of connection and reconnection can happen efficiently and effectively when the learning is carefully designed to address student needs, particularly in higher education. The learning portal is self-driven and paced, and largely asynchronous, but the follow-up in person session can then focus on human relationships which are significantly the key ingredients for connection and reconnection among students and between students and teacher in higher education. The enhanced student learning outcomes shows that it is time for us to re-evaluate the ways we use digital tools in the teaching and learning process.</p> Kwong Nui Sim Copyright (c) 2022 Kwong Nui Sim 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22255 e22255 10.14742/apubs.2022.255 Virtual learning tools in health education and practice – benefits and challenges <p>COVID-19 has magnified the need for online deliveries in higher education. This has further driven the necessity to create innovative learning and teaching tools to engage and motivate students. Further innovations can also assist in the training of practitioners to deliver quality health remotely. This panel will introduce virtual learning tools used in teaching and practice, and will discuss the benefits and challenges in developing and implementing these into curriculum across disciplines. The focus will compare the use of virtual learning tools to deliver health education, and related practices to its use in other disciplines of Teacher Education, Computer Sciences and the Arts. This session will explore how virtual reality (VR) technology, simulation and game engine have been applied across different disciplines and identify areas of challenge. For example in pharmacology education, the decline of laboratory activities globally is the impetus to develop VR resources to fill this pedagogical gap</p> Lisa BG Tee Copyright (c) 2022 Lisa BG Tee 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22087 e22087 10.14742/apubs.2022.87 Battle of the LMS: A panel discussion <p>Since the dawn of online learning, educational institutions have wrestled with evaluating Learning Management Systems (LMS) to find a solution that best meets their many and varied needs. These needs include the pedagogical, technological and organisational, but central to each of these is the need for a platform that maintains and extends connections between learners and educators. In this light-hearted panel discussion, our presenters will attempt to prove that their chosen LMS is the best. Through this absurd adversarial tussle, the audience will come to appreciate the nuances and complexities of LMS partisanship and some limitations of evaluative frameworks.</p> Colin Simpson Dan Laurence Penny Wheeler Gordon Cunningham Copyright (c) 2022 Colin Simpson, Dan Laurence, Penny Wheeler, Gordon Cunningham 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22205 e22205 10.14742/apubs.2022.205 Reconnecting with ourselves? Developing standards and competencies for Learning Designers <p>This symposium will explore the opportunities, function and context of professional standards, competencies and frameworks that apply to Learning Designer roles in Higher Education. We seek to sharpen the focus and remove some ambiguity around Learning Designer roles. In the symposium, participants will consider the challenges, barriers, as well as the opportunities that professional standards for learning designers may afford, through examining the role from a professional identity lens. The symposium is designed to be an active forum where participants will discuss and contemplate what an Australian standard for Learning Designers may look like.</p> Meredith Hinze Sharon Altena Rebecca Ng Copyright (c) 2022 Meredith Hinze, Sharon Altena 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22211 e22211 10.14742/apubs.2022.211 Developing a campus of the future which will reconnect the best of the old and the new <p>This symposium will explore themes that are related to the <em>Australasian Journal of Educational Technology’s</em> special edition on “Achieving lasting education in the new digital learning world”. The session will feature discussions between a range of online education experts on a range of big online education and broad education related questions. These questions will focus on how online education can be more than an education mode, and how it can strategically achieve real and lasting educational and community connection value. Possibilities for achieving this objective include fully connecting the campus of the future, whether online, physical or both, with the community of the future. The session will provide an opportunity for its attendants to contribute to the expert panellist led discussions and to provide valuable answers, as well as valuable questions.</p> Stephen McKenzie Lilani Arulkadacham Copyright (c) 2022 Stephen McKenzie, Lilani Arulkadacham 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22224 e22224 10.14742/apubs.2022.224 From didactic to interactive – enhancing the student experience through innovative approaches <p>The proposed workshop will demonstrate how to transform learning content into an engaging online experience turning students from passive to active participants (Bryant &amp; Britton, 2021). COVID-19 has engendered a paradigm shift that has highlighted the necessity of asynchronous learning.</p> <p>Through practice, feedback and ongoing shared reflection the facilitators have developed a cohesive learning design approach. This workshop will break this process down using activities that can be applied in participants’ everyday practice. This approach is adaptable for both qualitative and quantitative subjects, across a range of disciplines.</p> <p>This learning design approach is built on the following precepts:</p> <ul> <li>student-centered learning</li> <li>strategic use of time and resources</li> <li>sustainability for future delivery</li> <li>scalability for large cohorts.</li> </ul> <p>Working within these parameters, participants will explore ways to deliver content that allows students to interact and engage in different ways to aid their overall learning journey. The facilitators will showcase this innovative approach to engagement through the use of asynchronous interventions involving, collaboration, feedback and self-assessment. Participants will then be challenged to creatively align interactive learning tools through storyboarding techniques (Readman, Maker &amp; Davine, 2021).</p> <p>The facilitators have delivered similar workshops previously to wide-ranging groups of participants from different disciplines, with different levels of experience.</p> Enosh Yeboah Sunprit Singh Benedicte Rokvic Stacey Petersen Rachael Lowe Andrew Brock Copyright (c) 2022 Enosh Yeboah, Sunprit Singh, Ben Rokvic, Stacey Petersen, Rachael Lowe, Andrew Brock 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22094 e22094 10.14742/apubs.2022.94 Cats, Coffee, Canberra: Course Design Principles for E-learning <p>The rapid shift to online and blended modes during the COVID-19 pandemic era resulted in the adoption of digital tools and the development of online resources at an unprecedented scale. However, limitations in time, resources, and learning design or online education experience meant that resources developed were not always fit for purpose or constructively aligned. After designing online modules with teaching staff and students over the past several years, we identified a gap in the knowledge of pedagogical and design principles as they apply to e-learning. This workshop will bridge this gap by providing a step-by-step guide for developing effective e-learning courses. We will explore key considerations and practical strategies and share best practice examples from our own projects. Participants will practice these skills in hands-on activities while storyboarding and designing their own e-learning resource. The workshop is aimed at tertiary educators and developers new to e-learning and those with some experience who wish to upskill in this area.</p> Vinuri Wijedasa Bruna Contro Pretero Copyright (c) 2022 Vinuri Wijedasa, Bruna Contro Pretero 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22221 e22221 10.14742/apubs.2022.221 Nurturing relationship-rich practices <p>Relationships matter - those interactions that connect students with each other, teachers and broader communities for the purpose of learning, being and becoming. Technology plays a key role along with modality, curriculum, pedagogy, feedback and assessment. Tertiary educators capacity to configure all these elements is essential for relationship-rich education. In addition, values come into focus and shape everyday choices that teaching staff make regarding technology and teaching. Kelly and Peter will draw on student voice and partnership literatures, a bit of networked learning scholarship, and their practical teaching experiences to co-facilitate this workshop exploring relationship-rich educational practices. Participants with varying levels of confidence and expertise, differing disciplines, and a range of institutional roles will enrich the workshop experience for all involved. Participants are asked to bring a laptop or smart device to the workshop. The workshop will be open to 50 people attending the conference on-site.&nbsp;</p> Kelly Matthews Peter Felten Copyright (c) 2022 Kelly Matthews, Peter Felten 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22268 e22268 10.14742/apubs.2022.268 The Activity-Centred Analysis and Design framework – learning to connect theory, design and practice <p>The Activity-Centred Analysis and Design framework has been used to analyse and design a broad range of complex learning situations in universities, schools, museums, and informal settings. This workshop is an invitation to practically engage in innovative educational design, considering how an assemblage of elements – learning tasks, digital and material resources, and people – can be brought together to support productive learning activity. Participants will discuss the application of pedagogical concepts using a set of cards that were specifically created to prompt conversations about design for learning. Working in groups, participants will consider how their design choices align across scale levels, accommodate socio-cultural and socio-material approaches to learning, and support connection, collaboration and choice across diverse cohorts. The face-to-face half-day workshop will introduce participants to core ideas of the ACAD framework and wireframe, and a series of hands-on design challenges.</p> Lucila Carvalho Pippa Yeoman Jenny Green Copyright (c) 2022 Lucila Carvalho, Pippa Yeoman, Jenny Green 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22077 e22077 10.14742/apubs.2022.77 Design Patterns for Connected Learning at Scale <p>Design patterns make hidden knowledge explicit and shareable. They are a tool to reflect on and communicate practical educational strategies for solving recurring problems. In this workshop we will explore and share educational design patterns for connected learning at scale that use educational technology to help students build connections with educators, peers and purpose. Participants will engage in object-based learning at the Chau Chak Wing Museum to consider and reflect on the nature of patterns and discuss how patterns are present in their educational work. After collectively identifying educational challenges related to ‘problems of scale’ in teaching and learning practice, we will use a design pattern template to discuss and capture potential technology-enabled solutions to challenges relevant to individual participants’ contexts. To support this process, existing design patterns from the University of Sydney Business School’s Connected Learning at Scale Project (CLaS) will be shared and discussed, with participant feedback contributing to the further shaping and improvement of these ‘live’ patterns.</p> Stephanie Wilson Andrew Cram Jessica Tyrrell Dewa Wardak Copyright (c) 2022 Stephanie Wilson, Andrew Cram, Jessica Tyrrell, Dewa Wardak 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22137 e22137 10.14742/apubs.2022.137 Beyond The Tertiary Institutional Classroom: How I use mobile technology for field data gathering <p>Originally focused on the scientific study and documenting of sea wave patterns and the phenomena of beach cusps off the coast of New Zealand, this poster presentation will focus on how I use digital mobile technology in the field and how it is documented. The focus of this paper lies with pedagogy going beyond the tertiary institutional classroom. As an educator and artist using mobile digital technology within the environment, this paper will explore the connection between research, field data gathering, mobile technology and how these ideas can be transferred back into the digital graphic design classroom. In doing so it will also show examples of the findings and how they are translated into digital artworks in the form of motion graphics and poetic artworks such as the poem film. Taken from the inspiration of the findings it will further explore what is real and what is virtual and how inspiration is taken from nature and explored in the digital environment. In the creative processing of this research, I employ the methodology of heuristic inquiry. This is referred to by Moustakas as, “internal search through which one discovers the nature and meaning of experience and develops methods and procedures for further investigation and analysis” (Moustakas, 1990). It will further investigate the poetic and artistic patterns created from these natural events seen through a poetic moving image piece. These creative visualizations and scientific study of water wave energy patterns and the formation of beach cusps has shaped an artistic observation of these energy patterns created from their movements. It will show examples of the creations of the artistic works and explore the digital environment of the poem film and how this is explored within pedagogy.</p> David Sinfield Copyright (c) 2022 David Sinfield 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22051 e22051 10.14742/apubs.2022.51 Improving optometry students’ interpersonal skills by using telehealth technology and reconnecting with the older adult community <p>Background: Interpersonal skills are crucial for successful clinician-patient interactions for optometrists, and an integral part of optometry competency standards (Kiely &amp; Slater, 2015) and health professionals’ code of conduct (AHPRA, 2022). Optometry students largely develop these skills through “in-person” interactions. One pedagogical strategy to develop students’ interpersonal skills is to procure “multisource” feedback from different sources (Chandler et al., 2010, Donnon et al., 2014, Holmboe &amp; Iobst, 2020, Stevens et al., 2018), particularly the “patient voice” (Baines et al., 2018, Bokken et al., 2010, Clever et al., 2011, Haq et al., 2006, Tattersall 2002). Patients from the community can be effectively involved in evaluating optometry students’ interpersonal skills in-person (Schmid et al., 2020). Given increased demands for telehealth and e-learning, this study aimed to assess the feasibility and utility of involving older adult volunteer patients in online interaction, evaluation and feedback provision to improve optometry students’ “online” interpersonal skills.</p> <p>Methods: Using Zoom, 40 student optometrists participated in a structured interaction with a de-identified patient (aged 50+), which was observed by an unidentifiable teaching clinician. Patients, teachers and students provided qualitative written feedback in response to two questions: “What two things did the student do well?” and “What two things could the student improve?”, and completed a modified version of the Doctors’ Interpersonal Skills Questionnaire (DISQ) to quantitatively evaluate interpersonal skills. A subset of students (n=19) completed two sessions. The overall DISQ scores were compared using a repeated-measures analysis of variance (RM-ANOVA). At program conclusion, all participants were invited to complete an anonymous survey about their perceived usefulness and experience of the online activity.</p> <p>Results: Patients gave higher overall ratings of students’ interpersonal skills than teachers (RM-ANOVA main effect of feedback source: F(1,38)=7.40, p=0.01). For the subset of students that completed two sessions, DISQ ratings from patients, teachers and students were higher for the second compared to the first session (RM-ANOVA main effect of session: F(1,54)=7.76, p=0.01). Students agreed that patient and teacher feedback was useful (97% and 93% of responses, respectively), and that they used the feedback to improve their clinical competence (100% and 93% of responses, respectively). Patients and teachers agreed that providing feedback made them feel they were helping the student learn (100% of respondents), and found it easy to give constructive comment about how the student interacted (90% of patients, 100% of teachers). However, about one-third (35%) and more than half of the students (57%) reported feeling anxious knowing that the patient and teacher, respectively, would provide feedback, while a small proportion of patients (3%) – but not teachers – felt anxious about providing feedback to students.</p> <p>Conclusions: This study demonstrates that involving older volunteers from the community in an online interaction is feasible and useful in improving optometry student’s interpersonal skills. This is despite eliciting some feelings of anxiousness in students, and to a lesser degree, in patients. Using telehealth technology to reconnect with the community provides an alternative avenue by which students can improve their interpersonal skills for better patient satisfaction and quality of care.</p> Bao Nguyen Jonathan Ng Marianne Piano Anthea Cochrane Daryl Guest Copyright (c) 2022 Bao Nguyen, Jonathan Ng, Marianne Piano, Anthea Cochrane, Daryl Guest 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22068 e22068 10.14742/apubs.2022.68 How are you travelling? Facing retention head-on <p>Learner engagement and cultivating a sense of belonging is the primary challenge of providing distance, hybrid, and online modes of higher education (Parkes et al., 2015). In response to this need, we designed and embedded the ‘How are You Travelling?’ (HYT) block into 285 teaching sites over 6 years enabling student engagement. It provides a short side-by-side sequence of expressive emoji – from happy to tearful – in a high-visibility area of the course page within the LMS platform. When learners open the course, alongside the course content, they are greeted with a simple query: ‘How are you travelling?’.</p> <p>The block is part of a holistic approach to engagement (Boulton et al., 2019), allowing for integration with broader university support services as appropriate to student needs. For students who are anxious or intimidated by directly contacting teachers via email, or publicly posting to discussion forums, the HYT block provides an approachable space for instigating open dialogue, increasing a sense of engagement (Hammill et al., 2020; Muzammil et al., 2020), and breaking cycles of distance, isolation and disconnect, with the overall goal to improve learner retention (Muljana &amp; Luo, 2019).</p> <p>In the HYT block, learners select an emoji indicating positive or negative affect and are taken to a form to optionally respond further. The HYT block draws on innovative uses of available functionality within the platform, without the need for custom plugins, including automatic alerts for teachers. The simplicity in design allows learners to reach out when in need or share when they are going well.</p> Carmen Schultz Stephen Grono Mike Franklin Copyright (c) 2022 Carmen Schultz, Stephen Grono, Mike Franklin 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22076 e22076 10.14742/apubs.2022.76 Future campus connection: By design or by default <p class="Abstractandkeywordsstyle"><span lang="EN-US">Now more than ever, tertiary educators should be able to answer the question, ‘why are we teaching on campus?’ Even prior to the COVID-19 pandemic, we, as a group of education design staff in the central learning and teaching unit at Massey University, started questioning the notion of campus as the default space for learning. In doing so, we discovered opportunities to: better support students’ diverse needs and life loads; operationalise transition pedagogies; and harness the specific learning experiences only a campus can provide, while embracing the affordances of modern technology to enhance learning. As our unit is well placed to surface these possibilities and advocate for change, the notion of intentional campus connection is a key theme in various projects with which we engage. Collaborative project work focused on intentional design allows for the learner and the learning task to be put at the centre of the experience. Why are campus attendance decisions made? What knowledge, skills, or values are students expected to experience or demonstrate during these campus sessions? Only when we ask exactly what teachers require students to demonstrate and/or experience can we then determine the space that best accommodates the learner and the task. In some cases, existing research on learning spaces can guide us – for example, self?paced (asynchronous) online learning is a flexible and effective way for students to engage with new core knowledge (Mullen, 2020; Ng, 2015; Petronzi &amp; Petronzi, 2020; Reidsema et al., 2017) – and in others, we can often be guided by ethical considerations. We have observed two responses when the topic of selecting learning spaces is raised in projects. The first, most common, is the decision is made based on traditions and teacher-centered practices that have, in some contexts, a questionable role in contemporary learning environments, especially for mature, distance cohorts. These campus decisions often occur by default, when teaching teams work independently from educational design teams. The second response involves a design decision led by a need for students to engage in or evidence learning on campus as it cannot (easily) be achieved any other way. For example, they may need to access special facilities or resources (e.g., gain confidence and evidence readiness in a simulation lab before work-integrated-learning experiences), or participate in an occasion that cannot be replicated online (e.g., get the opportunity to find a project sponsor at a business networking event). Our collaboration with teaching teams is often the catalyst for robust discussions that, when successful, lead to campus connections that reflect modern, learner-centered, intentional approaches to learning design. Through examples of programme and course level design changes, this poster will explore the phased approaches, systemic and cultural challenges that authentic blended design surfaces, and the future opportunities that our work has uncovered on the path to encouraging intentional connections to campus. </span></p> Fleur Connor-Douglas Leanne Reynolds Copyright (c) 2022 Fleur Connor-Douglas, Leanne Reynolds 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22082 e22082 10.14742/apubs.2022.82 Building institutional cultures of creative risk taking in educational design <p>Creative risk taking is at the heart of innovation, and therefore a valuable skill in educational design (Henderson, <em>et al.</em>, 2022; Glover, 1977). Equally important is the skill of being able to learn from when those risks result in unexpected or undesirable outcomes (Manalo &amp; Kapur, 2018; Trilling &amp; Fadel, 2009; Vedder-Weiss, et al., 2018). However, in our observations creative risk taking and productive failure in educational design are rarely discussed let alone celebrated within higher education institutions. This silence is mirrored in the research literature. Despite a growing body of research around creative risk taking and productive failure in teaching (for example see: Creely, et al., 2021; Henriksen et al., 2021), there continues to be a need for empirical studies of educational designer experiences and practices.</p> <p>This poster reports on six narrative-based case studies of creative risk taking and productive failure. They have been drawn from the experiences of 12 educational designers working centrally and across nine faculties in a large metropolitan Australian university.</p> <p>The cases were developed through an iterative storying approach, within an adaptation of autoethnographic narrative inquiry. This approach was designed to elicit and synthesize complex, personal and, sometimes, emotionally charged case studies. The data and analysis were further enhanced through a secondary process of analytic focus groups which interpreted and made meaning of the narratives. Thematic analysis of the narrative stories and transcripts of the focus groups led to co-constructed propositions about the barriers, inhibitors, and opportunities for creative risk taking and productive failure in educational design work.</p> <p>This study confirms that creative risk taking and productive failure are common and valuable practices of educational design. The study also confirms that there is a broad aversion to openly acknowledging the risks and failures. This was partly due to a drive for narratives of success by institutions and education in general, combined with the often precarious positions of the designers themselves who work in a “third space” beside and between educators and students and who therefore have to establish and sustain the trust of those who they work with. Through the analysis of the cases it became apparent that the barriers to an enthusiastic culture of creative risk need to be addressed by both educational designers as well as institutional leaders.</p> <p>The poster will describe the problem, extant literature, and methodology. The poster will also outline the six cases (key characteristics and insights). However, the focus of the poster will be on our key findings: seven broad strategies for educational designers and institutional leaders to promote changes in practice. These seven strategies are thematically organized under three themes:</p> <ol> <li>Shape expectations <ul> <li>Normalize failure</li> <li>Question the validity of success criteria</li> </ul> </li> <li>Redefine the process <ul> <li>Position failure as part of a process</li> <li>Revise the language surrounding the work of educational design</li> </ul> </li> <li>Support the people involved <ul> <li>Recognize the emotional labour of failure and vulnerability in engaging with it</li> <li>Involve others and resist internalising failure</li> <li>Purposefully build trusting and candid relationships over time</li> </ul> </li> </ol> <p>The poster will elaborate on each of the seven strategies for both educational designers and institutional leaders.</p> Josephine Hook Phillip Abramson Matt Bangerter Matt Chen Ingrid D’Souza Jamie Fulcher Veronica Halupka Craig Horton Barbara Macfarlan Rosie Mackay Kristofer Nagy Kirsten Schliephake Jacqueline Trebilco Thao Vu Michael Henderson Copyright (c) 2022 Josephine Hook, Phillip Abramson, Matt Bangerter, Matt Chen, Ingrid D’Souza, Jamie Fulcher, Veronica Halupka, Craig Horton, Barbara Macfarlan, Rosie Mackay, Kristofer Nagy, Kirsten Schliephake, Jacqueline Trebilco, Thao Vu, Michael Henderson 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22091 e22091 10.14742/apubs.2022.91 Investigating University Science Teachers’, Students’ and Learning Designers’ Perspectives of Mobile Learning <p>Mobile devices such as mobile phones and tablets have become valuable teaching and learning tools in science education due to their accessibility and affordability. The adoption of mobile devices to support mobile learning (m-learning) has proliferated at all levels of education. Science education researchers have explored discipline-specific m-learning practices, often with a focus on approaches supporting inquiry-based learning (Liu et al., 2020) but much of this research has occurred in school contexts (Burden &amp; Kearney, 2016). Therefore, the author conducted a Systematic Literature Review (SLR) using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) (Liberati et al., 2009) guidelines to investigate research trends and gaps in m-learning in university science education. Twenty-four high-quality papers published between 2011- 2021 were selected for examination using stringent criteria. The SLR focused on the research foci, methods, outcomes, study contexts and featured pedagogical approaches from these 24 studies. The SLR findings indicated that most studies adopted quantitative research methods and reported positive learning outcomes. There was an emphasis on formal settings, as well as collaborative and inquiry-based learning (IBL) pedagogical approaches. The SLR identified the following future m-learning research directions in university science education contexts: increase the number of qualitative studies; consider the views of both students and teachers; explore the adoption of m-learning approaches in more informal spaces; conduct deeper examinations of IBL and field-based pedagogies; and explore the use of networked (or connectivist) science learning approaches through social media.</p> <p>The SLR findings have subsequently been used to guide a current doctoral project that investigates how mobile technologies are being used in university science education. The following research questions guide this project:</p> <p>1: How are university science teachers using distinctive pedagogical features of mobile learning? How do learning designers (LDs) support these approaches? How do students experience these pedagogies?</p> <p><span style="font-family: 'Noto Sans', 'Noto Kufi Arabic', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;">2: To what extent are these digital practices perceived as pedagogically innovative by teachers, students and LDs?</span></p> <p>Burden et al.’s (2019) innovative digital pedagogical principles, which were derived from Law et al. (2005) innovation dimensions with ICT, are used in this study. Three distinct mobile pedagogical features from the iPAC theoretical framework (Kearney et al., 2020), collaboration, authenticity and personalisation, are also adopted as a socio-cultural lens for this study. The first phase of this study is a global-scale survey for university science teachers. The second phase obtains data from Australian universities: 4 case teachers (class observations, interviews and a questionnaire); selected students from their classes (4 focus groups, a questionnaire and 8 student journals) and 4 LD interviews. Collected data are analysed in statistical software such as SPSS and NVIVO to draw meaningful interpretations.</p> <p>The SLR findings, and further details on the work-in-progress doctoral-level study will be shared in this poster.</p> Le Quan Ly Copyright (c) 2022 Le Quan Ly 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22101 e22101 10.14742/apubs.2022.101 Reconnecting lifelong learners through short courses and microcredentials designed with industry partners <p>This poster shares insights about how we can reconnect, reskill, and upskill lifelong learners and employees through short courses for specific purpose in higher education. These insights emerged from a larger research project undertaken over the last year at three well-known Australian universities, where the authors are based. The wider research considers perceptions of partnerships with higher education, industry / employer understanding of microcredentials and how short courses will impact on learners of tomorrow from the perspective of brokers of higher education. The original research proposal was explored with ASCILITE attendees last year (Fitzgerald &amp; Huijser, 2021) and this poster is an opportunity to share initial findings that complement the conference theme of reconnection.</p> <p>In this research, we interviewed several university brokers of higher education. Brokers, in this instance, are the intermediaries that market and develop short courses with commercial and non-commercial partners, for example, to deliver executive education, commercial professional development and partnered programs. Their unique perspective of employer requirements for upskilling and reskilling and their understanding of the role higher education can play in the future of lifelong learning, can inform future university policy and practice. Although Caballero (2022) rightly suggests that the broader adoption of microcredentials depends on developing “greater employer awareness and experience”, we share the general confusion that emerges in understanding the concept of a microcredentials and the differences between microcredentials and short courses (Fitzgerald &amp; Huijser, in press).</p> <p>Our outcomes demonstrate how important it is for brokers to be more knowledgeable of the differences between short courses and microcredentials, as they are already delivering and developing versions of what they and their industry partners consider to be microcredentials. Yet, the courses that are on offer do not fit with the recent national microcredentials framework or common definitions (DESE, 2021; Oliver, 2019). We unpack how assumptions are being made about how short courses sit “a little bit in the award world and a little bit in the non-award world”. Additionally, we share the difficulties brokers have with the concept of creating ‘stackability’ for short courses, especially without a formal framework, and explore how important stackability is viewed by both brokers and industry, especially when formally recognized qualifications are not seen as a strong pull for these courses</p> <p>Finally, we acknowledge the importance of brand, alumni and quality to industry for professional short courses and discuss how strong partnerships are fueling innovation, particularly around reskilling and upskilling programs for employees. We recognize the importance of personalized content, and how one size does not fit all and how brokers are addressing this by embedding models of partnered co-design for programs while trying to meet what employers consider the gap between what universities produce, in terms of career-ready or work-ready graduates and what is needed in the workplace.</p> Rachel Fitzgerald Henk Huijser Anastasiya Umarova Chie Adachi Copyright (c) 2022 Rachel Fitzgerald, Henk Huijser, Anastasiya Umarova, Chie Adachi 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22141 e22141 10.14742/apubs.2022.141 Connecting Learners through Deakin Buddies <p>This poster will outline the ways in which technology has been used in the development of a university wide, in-house app, Deakin Buddies, to increase online students’ sense of belonging, and will showcase early evaluations of how it has been used.</p> <p>Learning environments are built on complex networks that involve multiple interactions in the physical and online space. From computer networks to social networks, one of the most important ways to facilitate these interactions is to enable learners to connect with and learn from each other. A sense of belonging is the feeling of connectedness to a group or community and is promoted through social connections with peers. In higher education, belonging is linked to students’ effort, self-esteem, perseverance, and enjoyment of learning tasks (Ulmanen et al., 2016). A sense of belonging is also promoted through those social connections with both teachers and peers (Watson et al., 2010).</p> <p>Although university campuses have supported learners to develop these connections through formal and informal spaces, learners in the online environment have found it more challenging to make meaningful connections with peers outside of formal learning tasks (O’Shea et al., 2015). In response to this, the Deakin Buddies app was developed to enable online learners to find and connect with their peers. Unlike other social media platforms, Deakin Buddies is specifically designed to connect learners within the same study area and empower them to decide how they interact and build connections. In 2020, when the COVID-19 pandemic shifted all teaching and learning practices online, it heightened the need for connection, so Deakin Buddies was made available to everyone.</p> <p>Social presence is defined as learners being able to identify with their community, communicate in a trusting environment, and develop inter-personal relationships (Garrison, 2009). Research suggests that social presence is one factor that supports learners to create a sense of belonging where they feel connected to their peers and the university. Deakin Buddies facilitates the initial connection required to build learners’ social presence and start to develop these relationships. By connecting with other learners, they are creating relationships that can enhance their ability to bridge knowledge gaps, their interests, and their peer culture (Ito et al., 2013). </p> <p>Since recent studies have shown a positive correlation between learner belonging, motivation and enjoyment (Pedler et al., 2022), it is crucial that learners are able to connect at varying points in time. Deakin Buddies is open to learners throughout their studies to meet their need for connection. Analysis of data from within the app has shown there are points in time where there is a heightened need for connection, particularly at the beginning of teaching and during exam periods. This could suggest that learners would welcome opportunities for discussion and interaction with peers at these critical times in their studies and are proactively seeking connections with peers to achieve this. To evaluate this project further in light of the conceptual framework used by Community of Inquiry (Garrison, 2009) qualitative analysis of student surveys is being undertaken to determine whether the students feel that the Deakin Buddies app is providing authentic opportunities for them to build meaningful connections beyond the initial connection.</p> Joan Sutherland Chie Adachi Fiona Greig Copyright (c) 2022 Joan Sutherland, Chie Adachi, Fiona Greig 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22156 e22156 10.14742/apubs.2022.156 Disrupting the traditional academic development model: Technology Demonstrators <p>Technology Demonstrators (TechDems) is an initiative at UniSQ for collective oversight of educational technology use in learning and teaching. It is an evolving Community of Practice (CoP) inspired by the work of Treyner-Wenger (2015) on groups of­ people who engage in a process of collective learning. Generating excitement around new ideas including technologies is not hard but sustaining interest and supporting skill development and appropriate edtech purchases that lead to shifting current practice is a challenge. TechDems addresses the challenge of changemaking by providing the means for interaction, sharing and collaboration. </p> <p>TechDems aligns with the theory and practice of Connectivism and Collaborativism. As such it is disruptive by not providing a ‘sit and get’ approach to academic development but encouraging ongoing participation and contribution. With regards to Connectivism Siemens (2005) states, “The pipe is more important than the content in the pipe” implying that learning and knowledge are contextual and new information is constantly being acquired through technology-infused networked participation and connected practices. Other influences include Collaborativism (Harasim, 2017) ??that builds on constructivist learning theory and the use of the internet for collaborative knowledge creation, and Learning Collaboratives (Lindsay, 2016) that foster confidence and autonomy, extended local and global communities and collaboration that leads to co-creation. Aligned with CoP ideals, Learning Collaboratives disrupt expectations around how we learn and how we affect change within learning and teaching which is not in isolation.</p> <p>Underlying the purpose and activity of TechDems is the recognition that it is imperative to explore and discover innovative ways to facilitate leading edge, digitally-infused teaching through what we call the four pillars: technology, pedagogy, research and evaluation. TechDems is unique in that it provides a hub for all participants and encourages distributed and socially constructed, individual and group driven, learning systems prioritising transparency, sharing, and collaboration when learning virtually and with technology.</p> <p>By flipping traditional models and focusing on needs that are user driven, TechDem Learning and Teaching Quality Partners work relationally with academics on a range of activities. Piloting and evaluating new educational technologies, such as Engageli, allows participants to work collaboratively whilst learning the new platform and creating socially embedded decisions with regards to how and if the tool will be adopted. Hosting internationally blended events, such as a hybrid learning workshop with German university JLU-Giessen, demonstrates how learning technologies can be used to create global learning, networks, and understandings. SIGS, such as the Student Engagement SIG, or the Student Portfolio SIG are participant led allowing members to share their passions, projects, and frustrations. In addition, TechDems promotes ‘Champions’ as leaders within the academic environment; hosts academic ‘ThinkPiece’ video vignettes of shared practice; collaborates with diverse stakeholder such as ICT, Schools, and other stakeholders; and provides a regular newsletter and dynamic website for enhanced communication and access to learning artefacts. In each of these examples from TechDem practice, the traditional linear model of professional learning is disrupted to enhance collectivism and collaborativism. </p> <p>As evidence of best practice TechDems are driving change through a focus on the needs of stakeholders in conjunction with institutional strategies for student success. The approach provides three key opportunities for change: connection to ‘experts’; opportunities to share practice and learning; and, increases in the use of pedagogically appropriate technologies for learning. Others can learn from and emulate the range and scope of ongoing projects and CoP activities. Feedback from participants in the program continue to indicate positive impacts on their teaching and learning, as a result the TechDems are initiating ongoing research into the effectiveness of edtech tools and associated pedagogies in learning.</p> Julie Lindsay Vanessa Crouch Katrina Cutcliffe Copyright (c) 2022 Julie Lindsay, Vanessa Crouch, Katrina Cutcliffe 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22167 e22167 10.14742/apubs.2022.167 Orchestrating entangled relations to stretch the iron triangle: Observations from an LMS migration <p>A key strategic issue for higher education is how to maximise the accessibility, quality, and cost efficiency of learning and teaching (Ryan et al., 2021). Higher education’s <em>iron triangle </em>literature (Daniel et al, 2009; Mulder, 2013; Ryan et al, 2021) argues that effectively addressing this challenge is difficult, if not impossible, due to the “iron” connections between the three qualities. These iron connections mean maximising one quality will inevitably result in reductions in the other qualities. For example, the rapid maximisation of accessibility required by the COVID-19 pandemic resulted in a reduction in cost efficiency (increased staff costs) and a reduction in the perceived quality of learning experiences (Martin, 2020). These experiences illustrate higher education’s on-going difficulties in creating orchestrations that stretch the iron triangle by sustainably and at scale fulfilling diverse requirements for quality learning, (Bennett et al., 2018; Ellis &amp; Goodyear, 2019). This exploratory case study aims to help reduce this difficulty by answering the question: What characteristics of orchestrations help to stretch the iron triangle?</p> <p>An LMS migration is an effective exploratory case for this research question since it is one of the most labour-intensive and complex projects undertaken by universities (Cottam, 2021). It is a project commonly undertaken with the aim of stretching the iron triangle. Using a socio-material perspective (Ellis &amp; Goodyear, 2019; Fawns, 2022) and drawing on Dron’s (2022) definition of educational technology the poster examines three specific migration tasks: migrating lecture recordings; designing quality course sites; and, performing quality assurance checks. For each task, two different orchestrations – organized arrangements of actions, tools, methods, and processes (Dron, 2022) – are described and analysed. The <em>institutional </em>orchestrations developed by the central project organising the migration of an institution’s 4500+ courses, and the <em>group</em> orchestrations developed, due to perceived limitations of the institutional orchestrations, by a sub-group directly migrating 1700+ courses.</p> <p>Descriptions of the orchestrations are used to identify their effectiveness in sustainably and at scale satisfying diverse quality requirements - stretching the iron triangle. Analysis of these orchestrations identified three characteristics that are more likely to stretch the iron triangle: contextual digital augmentation; meso-level automation; and, generativity and adaptive reuse. Each of these characteristics, their presence in each orchestration, the relationships between these characteristics; linkages with existing literature and practice; and their observed impact on the iron triangle qualities is described. These descriptions are used to illustrate the very different assumptions underpinning the two sets of orchestrations. Differences in relationships evident in the orchestrations and which mirror the distinctions between ‘smooth users’ and ‘collective agency’ (Macgilchrist et al., 2020); and, industrial and convivial tools (Illich, 1973). The characteristics identified by this exploratory case study suggest that an approach that is less atomistic and industrial, and more collective and convivial may help reconnect people with educational technology more meaningfully and sustainably. Consequently this shift may also help increase higher education’s ability to maximise the accessibility, quality, and, cost efficiency of learning and teaching.</p> David Jones Copyright (c) 2022 David Jones 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22171 e22171 10.14742/apubs.2022.171 Changing dynamic of expectations for higher education academics <p>Universities are undergoing significant change (Kaplan, 2021). Even before the COVID-19 pandemic, external pressures meant that universities were adapting their research practices, their teaching and learning practices, and their external engagement. This research is concerned with how universities’ employment practices might be altered to meet these changing needs. Drivers for this change included increasing access to technology, requirements for greater access, student variety, and a more challenging funding environment, as well as pressure from external providers (Bakhov et al., 2021).</p> <p>There is diversity in how universities are addressing these demands. Some universities have invested in significant training to prepare staff to teach in blended or online environments (Llerena-Izquierdo &amp; Ayala-Carabajo, 2021). Some universities have invested in centralized (Bearman et al., 2021), or faculty level teaching and learning units (or both), with a purview to assist academics in developing a better student experience. Another option has been the outsourcing of the design work to Online Program Managers (OPMs) who undertake the learning design work. In reality, the most common practice is a combination of different approaches, which can lead to, for example, learning designers training academics, as well as developing courses at a whole of university level, but also working at a faculty or school level. This approach has only further confused the question of the role of third space professionals such as learning designers. </p> <p>This area, and the effect that it has had on employment practices in higher education is under-researched at the current time. This poster reports on a preliminary study of various higher education job advertisements, seeking to identify in what way employment practices are changing (if at all) to reflect the changing dynamics of higher education expectations of academic staff members. In doing so, it establishes a research agenda for future studies in this space.</p> <p>The experiences during the pandemic should provide lessons for future practices and research. In order to do so, it is necessary to consider the dynamic range of influences active in this space; for this reason, a systems thinking approach provides insight into this space. Current research that focused on educator’s characteristics (professional knowledge, skills, abilities, and attitudes) found that the education sector struggled to provide satisfactory learning during this period. Educators are only one part of the story here; the other part is the role of institutions, the resources provided by governments, and the general population's expectations of the educator regardless of the challenges being experienced (Wright &amp; Meadows, 2012; Stroh, 2015). Considered together, these elements offer insights into to how we support, assess and re-engineer our systems towards better educational outcomes (Senge, 1990). Education is a societal need and if society is not benefitting from all of the inputs, then changes should be implemented. </p> <p>This poster provides a conceptual view of what these changes might look like at all levels. The role of the educator, as an embedded resource in a learning system, and what abilities are needed for the role or to support the role are also discussed.</p> Nhung Nguyen Mounika Ragula Camille Dickson-Deane Keith Heggart Copyright (c) 2022 Nhung Nguyen, Mounika Ragula, Camille Dickson-Deane, Keith Heggart 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22179 e22179 10.14742/apubs.2022.179 Students’ True Purposes and Third Millennium Realities <p>Across the millennia, education has been misapplied in the service of particular magical, religious, military, ideological, empire-governing, social justice, ecological, and economic development objectives. Irrespective of how noble the intention – such as rebuilding our relationships with each other, with the planet and with technology – we do our students a serious disservice if we treat them primarily as future adults. It is primarily what they “are” rather than what they may “become” that is significant – and what policymakers should consider in the first instance. Education is not exclusively (nor even predominantly) a preparation for a career, nor for citizenship, nor for life in general, any more than going to the beach or the bowling alley or the cinema is a foundation for something else. Any more than retirement is preparation for death. Education is education.</p> <p>Education’s forthcoming and fundamental transformation, made necessary and possible by contemporary technology, takes full account of the tangible/virtual consciousness duality and of immediate worldwide connectivity. Learners of all ages’ essential e-lived existences necessitate and make possible an immersive educational experience that involves integrating and building upon the synergistic coexistence of the online and the face-to-face.</p> <p>Digital technology offers incredible potential in tertiary practice to develop relationships (though global digital interactions with other learners and teachers), curiosity (through challenging learners through Artificial Intelligence), creativity (through creating virtual reality experiences for peers), and resilience (through exposing learners to a range of learning technologies and flexible learning options): it is a vehicle for inspiring and engaging learners. But EdTech is currently characterised by vast investment, widespread hype and minimal achievement. The underlying problem is one of applying third millennium technologies in second millennium settings: driving a Formula One vehicle along ancient cart tracks; while further not applying EdTech to address learners, teachers, curriculum, governance and technology in systemic and synergistic way.</p> <p>Assuredly, ‘tertiary education’ involves vocational training as well as liberal education: let them live in happy harmony. In particular, the colonisation of the lecture hall or laboratory by the workplace must, it is urged, be stubbornly resisted. Undoubtedly, professional criteria must be achieved – but even future doctors, engineers, lawyers and suchlike need no longer to be led by the firm hand along carefully prescribed and meticulously supervised pathways. From secondary onwards, through tertiary and lifelong, we argue that the learner should lead. Tertiary learners should not and need not be unduly directed and restricted in the manner of second millennium novices. At this level a blend of education and training integrated with a multi-disciplinary approach and encompassing the international dimension will enable learners to plan and contribute to preparing themselves for life (and, to the extent that they may choose, work) in such proportions as they determine.</p> <p>Our presentation explores how tertiary education may best apply technology and creativity in order to gear itself to the contemporary imperative of universally connected students taking the lead in pursuit of their own purposes and aspirations. By such means may the world’s universities and colleges now become true and convivial 21st century settings for the fulfillment of such purposes as the learners primarily themselves may determine. </p> Philip Uys Mike Douse Copyright (c) 2022 Philip Uys, Mike Douse 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22194 e22194 10.14742/apubs.2022.194 Are Micro-credentials the Netflix of the tertiary education industry? And how do we ensure they are ‘bingeworthy’? <p>When Netflix revealed its trailblazing subscription video streaming service, it was both a game changer and disruptor in the digital entertainment industry. Are micro-credentials set to do the same? Certainly, micro-credentials are both disrupting and paving the way to a new tertiary &amp; professional education landscape. Like Netflix, Micro-credentials offer flexibility, can be ‘on-demand’ and can represent a range of topics or themes that can be personalised to individual choices and needs. However, in a learning context, there is much more to ensuring they are ‘bingeworthy’ for both learners and industries. By ‘bingeworthy’, we mean engaging and meaningful enough to motivate the learner to want to complete more and for industry to be convinced of their value.</p> <p>With the rush toward micro-credentials, there is ambiguity about what it takes to make these verifiable learning achievements high value to institutions, learners and employers. Ensuring a strong value proposition for all stakeholders and a great experience are critical in determining whether they will be ‘bingeworthy’ and worthy of investment. Our team uses a combination of Design Thinking (Liedtka &amp; Ogilvies, 2011; Liedtka, 2018) and ‘Participatory Co-Design’ (PCD) (Kristiansen &amp; Bloch-Poulsen, 2013), to conceptualise, design, pilot, learn and iterate micro-credentials.</p> <p>Design thinking offers a systematic way of problem solving and solution-finding that is people-centred and iterative and uses a variety of ethnographic research techniques as well as other sense-making tools (Liedtka, 2018). The ‘intellectual roots’ of design theory are steeped in a design process that is learning-focused and hypothesis-driven (Schon, 1982). Defining attributes include ‘problem centredness, nonlinearity, optionality and the presence of uncertainty and ambiguity’ (Liedtka, 2015, p.926).</p> <p>The concept ‘Participatory Co-Design’ is derived from Sociocultural Theory and represents a theoretical commitment to learning from, and designing for, local contexts’ (Gomez, Kya and Mancevice, 2018, p.403). For us, it offers a powerful pathway to productive partnerships that combine educational and industry expertise and insights to assess the current state, reimagine the future state and find solutions that work and are meaningful for all stakeholders. This is key to the stakeholder value chain and fundamental in designing the micro-credential experience.</p> <p>Our poster follows our process for getting started with micro-credentials and what comprises micro-credential experiences that are ‘bingeworthy’.</p> Caroline Steel Yvette Drager Copyright (c) 2022 Caroline Steel 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22203 e22203 10.14742/apubs.2022.203 Investigating the use of the Digital Learning Framework (DLF): A case of transition, purpose and validation <p>In recent years the importance of designing learning that integrates both the physical and digital learning environments has increased. Educators often seek approaches that engage students with the thought that the incorporation of learning technologies could enhance students’ learning experience (Bruggeman et al., 2021; Dahmash, 2020) In reality, it is challenging to determine how and when learning technology should be used to the benefit of both educators and students. This lack of awareness creates a need for educational institutions to develop support to facilitate capabilities in designing learning through the use of technologies (Rasheed et al., 2020).</p> <p>Apart from these challenges, educators’ understanding of the tenets and affordances of blended learning also varies (Moore et al., 2011). Alammary, Sheard and Carbone (2014) state that it is a challenge for higher education educators to select the design approach for blended learning that is most suited to their needs. Additionally, Cronje (2020) suggests optimising learning by reconceptualising blended learning from a pedagogical perspective with a mix of theories, methods and technologies may be a better way forward. In transitioning to online and blended learning, Queensland University of Technology (QUT) developed a Digital Learning Framework (DLF) to support the learning design process. This framework is designed to provide QUT learning and teaching community with design principles and practical quality guidelines to support the design of digital learning. This thus is an attempt to solve the challenges outlined about educators knowledge, skills and abilities in the blended learning space (Alammary et al., 2014; Cronje, 2020; Dahmash, 2020; Moore et al., 2011). Whilst this purpose of the framework is in place it is still unclear whether the DLF is used as proposed. Therefore this research investigated “What are user’s experiences of applying the DLF in their own design and delivery context? To do this fourteen QUT learning designers were interviewed and their experiences thematically analysed against the DLF framework to create design cases (Boling &amp; Smith, 2009). The cases captured the complexity of the context and the decisions associated within this space.</p> <p>As part of outlining the complexity, the cases were categorised from the designer’s positionality towards the use of the DLF. Based on the use of the DLF three categories of users were identified thus presenting a way to interpret the framework as a foundational guide for QUT:</p> <ol> <li>Translators apply DLF to facilitate their learning design works in all the suitable contexts. Designers may design DLF into workshop style and actively promote DLF in their practice.</li> <li>Embedders are aware and seemingly understand DLF. They actively look for resources that support their work and use external resources to enhance their current practice. The DLF methodology is embedded into their epistemological framework of activities hence the name “Embedders”.</li> <li>Onlookers do not participate in the use or promotion of DLF as they challenge and criticise the usability and relevancy of the current version of DLF. They are aware of DLF; however, in reality, their learning design are not guided by DLF. They neither see the need to advocate for the framework, nor they believe DLF facilitate their work.</li> </ol> <p>Discussions show how users travel from each of these roles based on the context and associated factors with considerations on how these roles influence how the DLF is used and whether its purpose is solidified through its position as a foundational guide for QUT.</p> Mimi Tsai Camille Dickson-Deane Copyright (c) 2022 Mimi Tsai, Camille Dickson-Deane 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22216 e22216 10.14742/apubs.2022.216 Beyond recommended readings: points of entry into SoTEL for disciplinary academics <p>The recommended readings of many formal programs in higher education studies (for example, graduate certificates in teaching and learning) share a common core: Vygotsky, Rogers, Sadler, Schön, Knowles, Biggs and Tang, to mention a few. These readings are intended to ground educators in the scholarship of teaching and learning (SoTL), although secondary sources are also helpful (Kandlbinder &amp; Peseta, 2009, p. 24). Geertsma (2016) summarises the intention thus: by “engaging with the literature and reflectively relating it to their own practice teachers can build an expertise in teaching that complements their disciplinary expertise, which then can transform approaches to teaching” (p. 124).</p> <p>What happens when these educator-students venture into a different literature, that of <em>SoTEL</em> (“scholarship of technology-enhanced learning”: Wickens, 2006), and are encouraged to locate readings to apply directly to their practice?</p> <p>For the last seven years, educator-students in the later part of Australian Catholic University's Graduate Certificate in Higher Education (GCHE) have undertaken studies in technology-enabled learning. Their first assessment task is to find and summarise a published SoTEL case study of interest. The class shares these summaries through a Moodle database, allowing colleagues to browse and access relevant articles for their next assignment (creating a technology-enabled learning sequence for their teaching). Recently, the assignment has included an analysis of the case situation using the activity-centred analysis and design framework (Carvalho &amp; Goodyear, 2014; Yeoman &amp; Carvalho, 2019), so that colleagues can compare social configurations as well as tasks and technologies and settings across cases. The cumulative list of articles is shared with each new class to ensure no article is chosen twice.</p> <p>This poster reviews 170 articles chosen by educator-students in the TEL subject to identify any clusters in areas of interest and understand what sources are valued by these students. A variety of visualisations depict how academics new to the field experience SoTEL. For example, although sector-leading generalist journals such as <em>BJET</em> and <em>AJET</em> are highlighted in the study materials and instructions, nearly 50% of the total articles selected were sourced from disciplinary journals (for example, the<em> BMC [BioMed Central] Medical Education</em> or <em>Journal of Geography in Higher Education</em>). More analysis is being undertaken, but it seems that institutional and wider concerns may influence selections. For example, from the semester timeline, it appears some teachers in the thick of the first pandemic year selected articles on affective elements (e.g. student perceptions and preferences: see Lai and Bower’s eight-part classification of constructs for evaluating learning technologies [2019, p. 33]). This year, with the pandemic well-entrenched, articles on teaching with simulations in health have been evident.</p> <p>This assignment serves to not only introduce SoTEL, but also to connect technology with design and context for these educator-students. The area of interest identified for this assignment can become the ‘animating force’ (Fenton &amp; Szala-Meneok, 2010, p. 12) of inquiry that an individual pursues for the rest of the GCHE.</p> Penny Wheeler Copyright (c) 2022 Penny Wheeler 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22225 e22225 10.14742/apubs.2022.225 A Cultural Mapping of the Design for Transformative Mobile Learning Framework to Facilitate Learner Agency <p>The Design for Transformative Mobile Learning Framework utilises eight dimensions drawing upon the key affordances of mobile learning that enable learner agency. In this poster we briefly explore the potential alignment of a ninth dimension to the DTML framework to illustrate a cultural mapping of the DTML. We map the DTML framework to the Whakapiri (Engagement), Whakam?rama (Enlightenment), Whakamana (Empowerment) model for indigenous M?ori knowledge introduced by Durie who argues for “the interface between indigenous knowledge and other knowledge systems” (2005, p. 301). Shortened to WWW by Hurst (2017) the model has been utilised as a framework for reflection and practice in education.</p> <p>“Engagement, enlightenment and empowerment neatly describe the immediate, intermediate and ultimate concerns of education and are important markers for how effective education is practised. The concepts of transformation over information and learning as an all- of-person experience can be discerned across these three key terms” (Nichols, 2020, p. 28).</p> <p class="Abstractandkeywordsstyle">Transformative mobile learning designs implement strategies to facilitate a move from a focus upon teacher-directed content (Pedagogy) towards student-determined learning or Heutagogy (Moore, 2020; Blaschke &amp; Hase, 2019; Hase &amp; Kenyon, 2007). This involves applying the Pedagogy-Andragogy-Heutagogy (PAH) continuum to mobile learning design (Cochrane et al., 2022) to facilitate learner agency. When put into a matrix, with DTML, PAH and WWW provides a mapping of how learners may transition into increasing self-regulation and learner-agency across the eight mobile learning relevant areas or dimensions. </p> Thomas Cochrane David Sinfield Copyright (c) 2022 Thomas Cochrane, David Sinfield 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22238 e22238 10.14742/apubs.2022.238 How teacher presence engages and supports online female postgraduate students <p>Teacher presence is of particular importance in the online learning environment, as the learning space lacks the inherent physical presence that a teacher in a physical classroom delivers. As a result, those who teach online, need to manufacture and foster teacher presence in the online learning environment. This requires caring online teachers who have refined online interpersonal skills and well-developed instructional design, who are driven to fully engage and support their online students (Martin et al., 2018). Without this strong teacher-student relationship that high quality teacher presence delivers, online students can feel isolated and disconnected from their teacher, resulting in student disengagement and dissatisfaction (Bolliger &amp; Halupa, 2018; Sugden et al., 2021; Weidlich &amp; Bastiaens, 2018). This study interviewed female postgraduate students studying online at an Australian regional university, a cohort with whom online education is highly prevalent (Latchem, 2018). The degrees students were studying, were designed before COVID-19 as full online offerings. Student interviews provided in-depth descriptions of which teacher presence strategies were most important to the participant sample, why these strategies were important and how participants engaged with the strategies. This study used the five elements of engagement from the Online Engagement Framework for Higher Education (Redmond et al., 2018), to inform the data analysis. Most online postgraduate students in the sample preferred synchronous teacher presence strategies that mirrored the on-campus university experience. These synchronous strategies had a lower level of transactional distance and used several of the five elements of engagement to engage and support students. However, some of the asynchronous teacher presence strategies did not produce enough elements of engagement to allow students to feel adequately engaged and supported. Subjects facilitated by purely asynchronous strategies had a higher level of transactional distance, creating a greater potential for students to feel markedly less supported without skilled teacher presence strategies applied in well-designed asynchronous subjects.</p> <p>Implications for policy and practice</p> <ul> <li>Online educators need to develop more frequent and well-designed synchronous teacher presence strategies for online subjects, such as regular interactive online meetings.</li> <li>Asynchronous online teachers need to actively, directly and regularly engage their online students using a variety of specialist online teacher presence strategies and skills that target as many of the engagement elements as possible.</li> <li>Online education institutions need to ensure online educators teaching in asynchronous subjects, have a high level of online teacher presence skills and a caring approach towards their online asynchronous students to ensure they are adequately engaged and supported.</li> </ul> <p>Keywords: online learning, teacher presence, transactional distance, and student engagement.</p> Claire Shannon Deb Clarke Copyright (c) 2022 Claire Shannon, Deb Clarke 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22098 e22098 10.14742/apubs.2022.98 Connecting students in a large class using virtual tutorials: instructors’ perspectives of student interactions and peer learning <p>During the COVID-19 pandemic, governments worldwide attempted to stem the spread of the virus through measures including social distancing (Onyeaka et al., 2021). At the National University of Singapore, classes were moved online where students could continue with their education remotely (Adedoyin &amp; Soykan, 2020). In the past two years, in our Cell Biology course with more than 200 students, we re-designed the course online based on the Community of Inquiry (CoI) model (Garrison et al., 2000) and created social presence through small-group tutorials mediated on MS Teams. Based on Vygotsky’s idea of zone of proximal development (Vygotsky, 1978), we incorporated guided group annotations of research articles, and facilitated discussion sessions on short answer questions (SAQ) related to the lecture topics to foster collaborative-learning. During each 90-minute tutorial, the course coordinator (YFM) and two tutors (LSC and LZW) visited each virtual tutorial group for about 10 minutes per group to facilitate discussions and address students’ questions. With only three instructors in a large class, there was limited time each could spend facilitating discussions within each group. As such, not all groups met with an instructor during some of the tutorials. Nonetheless, the students would have met us in at least two tutorials by the end of the year. During the first year, we noted discussions among students and interactions between students and ourselves. However, not all groups were actively discussing the tutorial activities. We also observed that only a few students in each group were actively engaged in the tutorials. Furthering improvement in the second year, we had students take turns acting as group leaders during the tutorials to take attendance and facilitate their peers to be on-task for group discussions. For the SAQ activities, students were tasked to answer the questions individually prior to online discussion sessions. During virtual tutorials, they then shared and discussed viewpoints with their peers. Post tutorials, students submitted their refined answers and reflected on whether the tutorials had enhanced their understanding or if they had contributed to the group discussions. Participation marks were awarded for these submissions. Consequently, there was increased student engagement during the tutorials, based on instructors’ observations during the tutorials. Prior to this, we were not able to interact with students and only noted limited student engagement with the module content during large-class lectures. However, there were several aspects that can be improved. We could:</p> <ul> <li>set clearer expectations by explaining the rationale of organising small-group tutorials to students.</li> <li>explore designing more challenging group tasks where students will need to produce group artefacts (to encourage more discussion).</li> <li>provide better scaffolds targeted at guiding focused discussions amongst students</li> </ul> <p>Overall, the virtual, small-group tutorials afforded opportunities for student interactions and overcame the need of physical venues to house many groups of students in face-to-face classes. We intend to incorporate such online tutorials into our subsequent blended learning design for large-class modules. However, teaching and learning activities need to be specifically designed to foster social presence. Ample time should be provided for individual attempts prior to group discussions and submission of group assignments would encourage better student interactions and peer learning.</p> Foong May Yeong Zheng Wei Lee Seow Chong Lee Copyright (c) 2022 Foong May Yeong, Zheng Wei Lee, Seow Chong Lee 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22109 e22109 10.14742/apubs.2022.109 How technology enhanced learning strategies affect healthcare students’ engagement? A mixed methods study <p>Technology-enhanced learning strategies have proliferated and/or re-purposed since the COVID-19 pandemic as education around the world transitioned to online learning. A review of existing literature has identified that many technologies used during the pandemic for remote emergency education were developed or utilised as a crisis management tool, without an emphasis on the student’s engagement or learning experience. Hence, it is worthwhile studying the effects of technology-enhanced learning strategies on students’ engagement to guide educators’ decisions in retaining or utilising certain technologies as the world returns to face-to-face teaching and hybrid learning. There is little attention within the literature on the effects of technology on student engagement post pandemic, and highly limited research that is supported by theoretical frameworks. As such, this study uses constructivism and connectivism to unpack and understand student engagement in this transforming education space. These frameworks are two of many learning theories that have been central to understanding how students learn. Connectivism and constructivism have been selected here for their relevance in the digital age where technological change is fast and ubiquitous, and for their emphasis on student autonomy and ability to connect information.</p> <p>This critical research is aiming at identifying successfully engaging technologies for healthcare and biomedical students at the University of Sydney and diagnose areas for improvement in the digital learning space. This study will look at all technologies, including those used prior to COVID-19 as well as crisis management tools. A hybrid student engagement scale, customised from existing scales in the literature, namely the Student Engagement in e-Learning Environment Scale (SELES) and Distance Education Learning Environment Scale (DELES), is used to measure student engagement across varying technologies in different class delivery modalities.</p> <p>A mixed quantitative and qualitative methods survey for healthcare and biomedical students is conducted utilising this customized hybrid scale to investigate how different technological strategies have enhanced their engagement during and post COVID-19 restrictions. Furthermore, interviews with both students and educators are conducted to understand in greater depth the factors behind student engagement with technologies. The quantitative data are analysed using SPSS for statistical interpretations while the qualitative outcomes are thematically analysed using NVivo. The presented findings of this study will inform future practices in using technology-enhanced strategies for better student engagement and their wider learning experience.</p> <p>Preliminary findings of the study indicate that whilst students are engaged in online learning using various technological tools, they prefer to experience face-to-face teaching supplemented by technologies that are used in an effective manner. Both students and educators have identified the need for learning to be focused on acquiring skills and graduate qualities, as opposed to traditional knowledge focused teaching methods, which is consistent with connectivism and constructivism frameworks. A full set of study results and their interpretations, as well as consolidated recommendations of a range of effective technologies and their practical features will be presented in the conference.</p> Michelle Chen Rania Salama Tina Hinton Copyright (c) 2022 Michelle Chen, Rania Salama, Tina Hinton 2022-11-18 2022-11-18 ASCILITE 2022, Sydney, NSW, Australia e22206 e22206 10.14742/apubs.2022.206