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> en-US (ASCILITE Publications Editorial Team) (ASCILITE Publicatons Administrator) Fri, 25 Nov 2016 00:00:00 +1100 OJS 60 Enabler or inhibitor? <p class="p1"><em>This paper explores challenges and opportunities in self and peer assessment and its relationship </em><em>with educational technologies that support the implementation of the assessment in Higher </em><em>Educational contexts. While self and peer assessment offer a range of learning opportunities </em><em>which may lead to enhanced learning outcomes, designing and implementing self and peer </em><em>assessment comes with complexity and challenges. Through piloting two self and peer assessment </em><em>tools, the limitations of current technology were identified. This suggested the need to deeply </em><em>investigate challenges and enablers in self and peer assessment. An online survey captured </em><em>perceived factors in addition to technology which contributed to the success. While student </em><em>willingness to participate was the major inhibitor, technology and technology support were seen </em><em>as vital to contributing to the success of self and peer assessment. Future work should consider </em><em>educational technologies in context to contribute to the success of self and peer assessment </em><em>endeavours.</em></p> Chie Adachi, Joanna Tai, Phillip Dawson Copyright (c) 2024 Chie Adachi, Joanna Tai, Phillip Dawson Wed, 29 May 2024 00:00:00 +1000 Using a Video-Based Critique Process to Support Studio Pedagogies in Distance Education <p class="p1"><em>Studio courses have become a key way in which professional skills, especially those involving </em><em>collaboration and design, are taught in many fields, including computer science. Studios typically </em><em>involve students working on a design problem, periodically presenting their work for critique, and </em><em>critiquing the work of other students or groups. They support productive inquiry, as well as </em><em>teamwork, communication, and reflection. However, although studios have become an important </em><em>mode of instruction for on-campus students, they have not typically been offered for online or </em><em>distance education students. In this paper we describe a studio critique process that is designed to </em><em>work asynchronously, using short videos, and a tool that we have built to support it. We also </em><em>describe qualitative observations from a pilot study, in which video-based critiques were used at a </em><em>university whose students predominantly study online rather than on-campus.&nbsp;</em></p> William Billingsley, Bing Ngu, Huy Phan, Nicolas Gromik, Paul Kwan Copyright (c) 2024 William Billingsley, Bing Ngu, Huy Phan, Nicolas Gromik, Paul Kwan Wed, 29 May 2024 00:00:00 +1000 A national strategy to promote Open Educational Practices in higher education in Australia <p class="p1"><em>Currently in Australia, there are no policies and regulations at national levels to promote and </em><em>encourage the adoption of Open Educational Practices (OEP) across the higher education sector. </em><em>As an attempt to bridge this policy gap, a project proposal was developed by a group of OEP </em><em>advocates and researchers and then successfully funded by the Australian Government </em><em>Department of Education and Training (AGDET). This paper explores and discusses the </em><em>approaches, deliverables and recommendations of this project titled Students, Universities and </em><em>Open Education (OpenEdOz) Project. One of its main deliverables was a National Policy </em><em>Roadmap, which aimed to assist the government to realise the potential of OEP for the Australian </em><em>higher education sector and open up opportunities for further national policy development and </em><em>support in which OEP can flourish. The policy roadmap was informed by a range of national and </em><em>international evidenced-based case studies related to OEP projects and initiatives.</em></p> Carina Bossu, Linda Ward, Sandra Wills, Shirley Alexander, David Sadler, Peter Kandlbinder, Natalie Brown, Janet Chelliah, Katherine Klapdor, Philip Uys Copyright (c) 2024 Carina Bossu, Linda Ward, Sandra Wills, Shirley Alexander, David Sadler, Peter Kandlbinder, Natalie Brown, Janet Chelliah, Katherine Klapdor, Philip Uys Wed, 29 May 2024 00:00:00 +1000 Introducing pre-service education students to university experiences through an augmented reality game <p>Augmented reality has come into its own recently due to the advent of Pokémon Go. However, this technology has been around for several years and there is an increasing body of knowledge available. This study reports on an augmented reality game (ARG), called the UQ Amazing Race, that was developed for a first year education course for students studying to be teachers. Students had the opportunity to complete the UQ Amazing Race in class tutorials and then report on their experiences by completing a report a week later. Students' experiences were investigated, particularly regarding how the experience is different by gender and comfort with technology. Results suggest the game was engaging for all students but particularly positive for female students. Students with more comfort with technology reported significantly higher participation in the ARG.</p> Chris Campbell, Aisha Salim Ali Al-Harthi Copyright (c) 2024 Chris Campbell, Aisha Salim Ali Al-Harthi Wed, 29 May 2024 00:00:00 +1000 Snapchat at school - 'Now you see it...' <p class="p1"><em>Snapchat is one of the most popular social media applications among Australian young people. Its </em><em>global impact has grown rapidly in recent years. Reported is a mixed methods case study located </em><em>in New South Wales schools. An online survey was conducted with education practitioners to </em><em>enquire into their experiences of Snapchat in their school settings. The researchers used survey </em><em>responses and comments from follow up interviews to consider how networked affect is enacted </em><em>through Snapchat. Networked affect can be seen as a visceral movement of emotion through the </em><em>intra-action of social media and human bodies. Both corporeal affect and Snapchat have received </em><em>increased attention by researchers over the last five years although little has been written to link </em><em>the two. We highlight the importance of reading the affective social impact of Snapchat use among </em><em>young people and the potential of looking beyond its abuses to the affordances of the application.</em></p> Jennifer Charteris, Sue Gregory, Yvonne Masters, Myfanwy Maple, Amanda Kennedy Copyright (c) 2024 Jennifer Charteris, Sue Gregory, Yvonne Masters, Myfanwy Maple, Amanda Kennedy Wed, 29 May 2024 00:00:00 +1000 Toward the development of a dynamic dashboard for FutureLearn MOOCs <p class="p1"><em>Open Online Courses (MOOCs). With the increase of available MOOC data, there is an opportunity tp provide insights to educators and developers into learners' behavior through learning analytics. </em><em>Focusing on the FutureLearn platform (FL), standardized data files are offered to partner </em><em>institutions. Additionally, a report is offered to stakeholders, but it is limited in a number of ways: </em><em>it is static, it is limited in presenting relevant information and, most importantly, it does not provide 'real time' access to data. This paper provides an overview of the rationale and the development p</em><em>rocess of a dynamic and near real-time dashboard. It explores the viability of different types of </em><em>visualizations with the available data, lessons learned, comparisons with similar efforts, and future </em><em>directions are discussed.</em></p> Mahsa Chitsaz, Lorenzo Vigentini, Andrew Clayphan Copyright (c) 2024 Mahsa Chitsaz, Lorenzo Vigentini, Andrew Clayphan Wed, 29 May 2024 00:00:00 +1000 Development of a tool to support continuous assessments and improve the feedback cycle on statistical analysis assignments for large classes <p>The purpose of this paper is to describe the development of a tool, AGStex (Assignment Generation Software using Latex), that enables educators to generate individual assignments tasks and to provide targeted feedback to students in large classes in a timely manner. In this paper, the initial development of the tool targeted at a statistical data analysis course in the field of biomedical engineering is presented. In addition, the authors illustrate how educators can utilise the feedback generated by the tool to improve student learning in large classes. The paper concludes with an outline of the next steps for the project including suggestions on further work needed to inform the impact on the types of feedback generated by AGStex on students' learning outcomes.</p> Alberto Corrias, Jeanette Lyn Fung Choy, Swee Kit Alan Soong, Mark Joo Seng Gan Copyright (c) 2024 Alberto Corrias, Jeanette Lyn Fung Choy, Swee Kit Alan Soong, Mark Joo Seng Gan Wed, 29 May 2024 00:00:00 +1000 Social Media #MOOC Mentions: Lessons for MOOC Research from Analysis of Twitter Data <p class="p1"><em>There is a relative dearth of research into what is being said about MOOCs by users in social </em><em>media, particularly through analysis of large datasets. In this paper we contribute to addressing </em><em>this gap through an exploratory analysis of a Twitter dataset. We present an analysis of a dataset </em><em>of tweets that contain the hashtag #MOOC. A three month sample of tweets from the global </em><em>Twitter stream was obtained using the GNIP API. Using techniques for analysis of large </em><em>microblogging datasets we conducted descriptive analysis and content analysis of the data. Our </em><em>findings suggest that the set of tweets containing the hashtag #MOOC has some strong </em><em>characteristics of an information network. Course providers and platforms are prominent in the </em><em>data but teachers and learners are also evident. We draw lessons for further research based on our </em><em>findings.</em></p> Eamon Costello, Binesh Nair, Mark Brown, Jingjing Zhang, Mairéad Giolla-Mhichíl, Enda Donlon, Theo Lynn Copyright (c) 2024 Eamon Costello, Binesh Nair, Mark Brown, Jingjing Zhang, Mairéad Giolla-Mhichíl, Enda Donlon, Theo Lynn Wed, 29 May 2024 00:00:00 +1000 Piloting Mixed Reality in ICT Networking to Visualize Complex Theoretical Multi-Step Problems <p class="p1"><em>This paper presents insights from the implementation of a mixed reality intervention using 3d </em><em>printed physical objects and a mobile augmented reality application in an ICT networking </em><em>classroom. The intervention aims to assist student understanding of complex theoretical multi-step </em><em>problems without a corresponding real world physical analog model. This is important because </em><em>these concepts are difficult to conceptualise without a corresponding mental model. The </em><em>simulation works by using physical models to represent networking equipment and allows </em><em>learners to build a network that can then be simulated using a mobile app to observe underlying </em><em>packet traversal and routing theory between the different devices as data travels from the source to </em><em>the destination. Outcomes from usability testing show great student interest in the intervention and </em><em>a feeling that it helped with clarity, but also demonstrated the need to scaffold the use of the </em><em>intervention for students rather than providing a freeform experience in the classroom.</em></p> Michael Cowling, James Birt Copyright (c) 2024 Michael Cowling, James Birt Wed, 29 May 2024 00:00:00 +1000 Digital learning <p>Many countries have policies to improve the equality of opportunities afforded by higher education; to enable people from a wider range of backgrounds to benefit. In recent decades, Ireland has experienced a dramatic expansion in higher education (HE) participation. However, research indicates that certain groups continue to be under-represented; namely those from lower socio-economic backgrounds. Additionally, when working class students do participate in higher education they don't necessarily complete honours degree programmes. The possibility of economic mobility provided by lower level courses is often slight as they tend to have a low value in the labour market. Furthermore, costs associated with travelling, or having to live away from home while studying, present a significant barrier to accessing full-time HE for many working class students. Based on a case study of 268 distance graduates from Dublin City University (DCU) Ireland, this paper argues that without digital higher education provision, significant progress in widening participation is improbable.</p> Lorraine Delaney, Margaret Farren Copyright (c) 2024 Lorraine Delaney, Margaret Farren Wed, 29 May 2024 00:00:00 +1000 Voice-to-Text Transcription of Lecture Recordings <p>Educational institutions are increasingly recognising the potential value for students that samelanguage- subtitles can bring to lecture recordings and other digital content. During 2016 the University of South Australia's Teaching Innovation Unit and School of Information Technology and Mathematical Sciences collaborated on a project which aimed to test our ability transcribe every piece of digital video content hosted by the University in to same-language subtitles in a cost effective way. We believe this augmentation to our existing media content would have various benefits for our students. This paper discusses the benefits of same-language transcription of media content and goes on to outline the details of a technical feasibility study.</p> Stuart Dinmore, Jing Gao Copyright (c) 2024 Stuart Dinmore, Jing Gao Wed, 29 May 2024 00:00:00 +1000 The Power of the Crowd <p class="p1"><em>Crowdsourcing is the term often used for processes of data collation and creation where </em><em>individuals or groups of users who are not necessarily located centrally generate content that is </em><em>then shared. While the term originates within the world of business, it has since gained traction </em><em>within a number of academic and professional disciplines. Drawing upon two examples that have </em><em>originated within the Republic of Ireland, this paper reflects on the educational potential of </em><em>crowdsourcing. Firstly, it reports a unique one-year open crowdsourcing initiative which compiled </em><em>a comprehensive A-Z directory of edtech tools for teaching and learning through collaborative </em><em>contributions. Secondly, it describes an initiative to develop a crowdsourced repository of study </em><em>tips and suggestions for adult, part-time, online and flexible learners embarking on further study. </em><em>These two case studies provide a valuable context for considering the wider potential of </em><em>crowdsourcing applications for teaching and learning purposes.</em></p> Enda Donlon, Mark Brown, Eamon Costello Copyright (c) 2024 Enda Donlon, Mark Brown, Eamon Costello Wed, 29 May 2024 00:00:00 +1000 A case study exploring video access by students <p>Every click made by a student is being captured by our learning platforms and integrated web-based tools. This store of data acts as, in its simplest form, part of an individual's digital behaviour with measurable points of interest. But how can this data give teachers an indication that our energy, time and potentially money spent making educational videos is worth the investment? Do-It-Yourself (DIY) videos are more commonly being made by teachers to replace written or face-to-face spoken content, provide an alternative instruction format or provide assessment feedback, to name just a few. This paper explores how we can help answer the most common question asked by teachers who undertake DIY video creation: are DIY educational videos being accessed by students? To answer this question, usage data generated by Moodle (student access point) and YouTube (video host) was collected. Simple analysis tools were employed to make sense of the typical log points generated by each system. Using a first year nursing subject as a case study, this project compared student access behaviour of pre-recorded one hour weekly video lectures. The results indicated an overall declining trend in viewing the video content online throughout the semester yet an increased video access when videos are presented in small segments assembled in YouTube playlists. An additional important outcome of this study was learning and sharing how to wrangle Moodle logs and YouTube Analytics data by non-statistical experts to quickly visualise video access. This information may ultimately support video creators to evaluate their videos, spend their time more efficiently when initially making videos, support decisions to change content or update curriculum, and to ultimately re-evaluate the role videos play in learning and teaching online environments.</p> Timna Garnett, Didy Button Copyright (c) 2024 Timna Garnett, Didy Button Wed, 29 May 2024 00:00:00 +1000 It's what you do with IT that matters! <p class="p1"><em>'The reality is that technology is doing more harm than good in our schools' says education chief </em><em>(Bagshaw, 2016, article title). This April 1st headline for a Sydney Morning Herald article was no April Fool's joke. It referenced </em><em>comments made in an address by OECD education director Andreas Schleicher at a global education forum. The statement is quite poignant for the ASCILITE (2016) conference given its theme is 'Show me the learning' focussing upon 'demonstration of learning aided by the adoption of&nbsp;</em><em>technology in the </em><em>education space' (para 4). </em><em>This paper will examine questions raised by these comments, vignettes from a doctoral study that offer </em><em>some answers to them, and propose the need for holistic assessment of contexts to more fully understand </em><em>what is happening within them. It is suggested that while this paper is particularly relevant to initial </em><em>teacher education, the principles are applicable to tertiary education more broadly.</em></p> Lincoln Gill Copyright (c) 2024 Lincoln Gill Wed, 29 May 2024 00:00:00 +1000 Harvesting the interface <p class="p1"><em>What can we harvest from Pokémon Go? This is a conceptual paper about the use of Pokémon Go </em><em>in Accounting and Education in higher education. The authors provide readers with an overview </em><em>and context of Pokémon Go, then ways in which this disruptive technology can be used in </em><em>educational settings. Outlined are ways in which the Pokémon Go app can be used as a tool to </em><em>provide problem based learning, problem solving and a variety of other skills in the areas of </em><em>accounting and education.</em></p> Brent Gregory, Sue Gregory, Boahdan Gregory Copyright (c) 2024 Brent Gregory, Sue Gregory, Boahdan Gregory Wed, 29 May 2024 00:00:00 +1000 The missing link for learning from analytics <p class="p1"><em>Learning analytics is an area of growing importance in higher education. Lead practitioners </em><em>acknowledge this development as a convergence of many fields, including educational data </em><em>mining, technology systems development, learning design and SoTL, and encourage synergistic </em><em>connections. Past experience of learning technology innovations shows that incentives and </em><em>professional development for teachers are keys to successful adoption, along with easy to use </em><em>tools, evidence of benefits and institutional support. However, current literature shows little </em><em>evidence of initiatives designed to forge connections between these fields of practice, and a </em><em>review of papers from a leading learning analytics conference does not identify professional </em><em>development as a priority. This paper outlines a professional development initiative designed to </em><em>address this gap and make learning analytics practice accessible to tertiary teachers. The area </em><em>needs urgent attention if the potential of learning analytics to increase knowledge about learning </em><em>and inform learning design is to be realized.</em></p> Cathy Gunn, Jenny McDonald, Claire Donald, Marion Blumenstein, John Milne Copyright (c) 2024 Cathy Gunn, Jenny McDonald, Claire Donald, Marion Blumenstein, John Milne Wed, 29 May 2024 00:00:00 +1000 Designing a Review of the Learning Management System <p class="p1"><em>This paper outlines the design of a review of the Learning Management System (LMS) at an Australian </em><em>Go8 University. From the experience of other universities undergoing this process, a series of </em><em>evaluation activities were designed to ensure stakeholder engagement and user quality of experience </em><em>rather than the traditional functionality comparison. The focus of the paper is to describe the </em><em>methodology used with a focus on potentially transferrable learnings that other higher education </em><em>institutions can use in their approach to evaluating their learning management systems.</em></p> Liz Heathcote, Edward Palmer Copyright (c) 2024 Liz Heathcote, Edward Palmer Wed, 29 May 2024 00:00:00 +1000 A review of the literature on flipping the STEM classroom <p class="p1"><em>This study analyses fifty-eight peer reviewed research studies on flipped learning in the higher </em><em>education STEM disciplines. The review aims to continue on from other meta-analyses and </em><em>identify themes from the literature, both positive and negative, in terms of perception, </em><em>engagement and achievement. Two other themes are discussed, the self-efficacy of students and </em><em>the development of graduate attributes beyond discipline knowledge. The review concludes that </em><em>there has been a large increase in empirical research on flipped approaches to teaching and </em><em>learning in the STEM disciplines and the findings are overwhelmingly positive.</em></p> Elaine Huber, Ashleigh Werner Copyright (c) 2024 Elaine Huber, Ashleigh Werner Wed, 29 May 2024 00:00:00 +1000 Refocusing institutional TEL provision on the learner <p class="p1"><em>UK higher education institutions have invested significantly in technology-enhanced learning (TEL) </em><em>services over the last 15 years. The UCISA TEL surveys have shown how this investment has focused on </em><em>establishing core infrastructure and services to students to satisfy consumer expectations, supporting </em><em>greater efficiencies in the management and control of learning processes. However, new developments in </em><em>UK government policy may encourage UK Higher Education Institutions (HEIs) to refocus their attention </em><em>on the impact of TEL on student learning, with a greater emphasis on evidence-based practice in the use of </em><em>TEL tools. This paper discusses the prospects for change in the use of TEL tools and services to support </em><em>this new agenda.</em></p> Martin Jenkins, Richard Walker, Julie Voce, Jebar Ahmed, Elaine Swift, Phil Vincent Copyright (c) 2024 Martin Jenkins, Richard Walker, Julie Voce, Jebar Ahmed, Elaine Swift, Phil Vincent Wed, 29 May 2024 00:00:00 +1000 Using digital tools in WIL to enable student journalists' real world learning <p class="p1"><em>This paper explores how student journalists' adoption of digital technology during real world&nbsp;</em><em>work-integrated learning (WIL) reporting projects, enabled authentic learning. Student journalists </em><em>at a regional Queensland university interviewed the candidates for each of the four-yearly local government area elections, from 2008 to 2016, in Australia's second largest inland city and its </em><em>surrounds. They published their multimedia stories on the Radio Journalism Online blog. This </em><em>study considers the importance, when framing WIL projects for student journalists, of embracing </em><em>the traditional and new technical skills and digital literacies that graduates will need to be job </em><em>ready for multimedia newsrooms. It also considers the impact of recording and telling stories in the talents' or actors' own words on the students' perceptions of the accurcay and reliability of t</em><em>heir election reports.</em></p> Dianne Jones Copyright (c) 2024 Dianne Jones Wed, 29 May 2024 00:00:00 +1000 Ethical considerations in the use of student data <p>As more emphasis is placed on the notion of 'show me the learning', institutions and individual staff are looking to the field of learning analytics to provide evidence of the learning that is happening. There is growing concern within the field that this evidence needs to be collected and utilised in ethical ways. However, there is a disconnect between national and international perspectives of the importance of institutional policy and guidelines regarding ethical use of student data, and the perceptions of academics about these guidelines. Although many universities are adopting such policies, results from a survey of academics suggest that such policy and guidelines are low on the ranking of factors that impact their current use and knowledge of learning analytics. Practical strategies are suggested to promote policy and guidelines, with appropriate support mechanisms that enable staff to embrace and adopt learning analytics through efficient, sustainable, and accessible processes.</p> Hazel Jones Copyright (c) 2024 Hazel Jones Wed, 29 May 2024 00:00:00 +1000 The Rise of the Flip <p class="p1"><em>Educational literature has acknowledged that teaching students who are prepared for class encourages </em><em>student engagement and active learning. This is a core reason why the flipped classroom has risen to the </em><em>forefront of effective learning strategies. However, key to the success of this strategy lies in the ability to </em><em>motivate students to complete the necessary pre-class activities, posing a real issue in higher education </em><em>settings. Teachers still ask 'How can I be sure if my students have completed their pre-class activities? </em><em>How do I motivate students to want to engage in pre-class preparation?' This paper will demonstrate how </em><em>mindfully designed pre-class learning approaches can successfully motivate students to complete pre-class </em><em>activities that prepare them for active in-class learning. A pilot design template created by a community of </em><em>colleagues, highlights how the use of simple technologies aligned to sound pedagogies, effectively engage </em><em>students through accountability across a range of undergraduate courses.</em></p> Sophia Karanicolas, Beth Loveys, Karina Riggs, Hayley McGrice, Catherine Snelling, Tracey Winning, Andrew Kemp Copyright (c) 2024 Sophia Karanicolas, Beth Loveys, Karina Riggs, Hayley McGrice, Catherine Snelling, Tracey Winning, Andrew Kemp Wed, 29 May 2024 00:00:00 +1000 Collective effervescence <p class="p1"><em>This paper shares the experiences of a course team in designing and delivering a massive open </em><em>online course (MOOC). It offers insight into how their approach can help build learning </em><em>communities and enhance pedagogy for online learning through a return to best practice. It will </em><em>discuss how a combined approach of using a core site in conjunction with social media platforms </em><em>can temporarily overcome the functional limitations of xMOOCs, more deeply engage students, </em><em>and improve moderation. Central to this, the concepts of collective effervescence and radical </em><em>inclusion are shown to be effective principles of course design which facilitate ongoing support </em><em>networks - an effective and sustained strategy for combating pluralistic ignorance within research </em><em>education contexts.</em></p> Stephanie Kizimchuk, Katharina Freund, Margaret Prescott, Crystal McLaughlin, Inger Mewburn Copyright (c) 2024 Stephanie Kizimchuk, Katharina Freund, Margaret Prescott, Crystal McLaughlin, Inger Mewburn Wed, 29 May 2024 00:00:00 +1000 Individual differences in motivations for using social media among university students <p class="p1"><em>This study aimed to examine individual differences in motivations for using social media among </em><em>university students. Motivations were measured with a validated social media motives scale. </em><em>Participants were 348 undergraduate students studying in a university in Hong Kong. Results from </em><em>a series of MANOVAs showed that there were in general no significant differences in the five </em><em>motivation variables (entertainment, personal utility, information seeking, convenience, and </em><em>altruism) with respect to a group of demographic variables (gender, faculty, year of study, </em><em>experience in using computers or the Internet, and IT proficiency). However, given that students </em><em>mostly agreed that they used social media to seek free information and to know what is happening </em><em>recently, educators may encourage students to develop their own personal learning environments </em><em>and integrate informal and formal learning activities with social media.</em></p> Wilfred Lau Copyright (c) 2024 Wilfred Lau Wed, 29 May 2024 00:00:00 +1000 How to engage students in blended learning in a mathematics course <p class="p1"><em>Blended learning strategies are employed at many Australian universities to modernise teaching </em><em>approaches. However, blended learning implementations may not take into account the views of </em><em>students during the development process. In this paper, we discuss how students think we, as </em><em>educators, can engage students in both face-to-face learning and online learning, as components of </em><em>blended learning. We also report on student suggestions regarding how to build in opportunities to </em><em>recover if a student has either missed a class, or not completed time-critical online work before </em><em>coming to a class taught in flipped mode. These are two of a set of seven questions we posed two </em><em>years ago at this conference, in the context of teaching mathematics in blended mode.</em></p> Birgit Loch, Rosy Borland, Nadezda Sukhorukova Copyright (c) 2024 Birgit Loch, Rosy Borland, Nadezda Sukhorukova Wed, 29 May 2024 00:00:00 +1000 Student Behavioural Engagement in Self-Paced Online Learning <p>It remains a challenge in online settings to engage students as independent learners without teacher presence. This has led to increasing attention investigating the factors influencing student engagement in this context. As part of a PhD study, this paper investigates students' behavioural engagement with online learning modules without teacher supervision or peer support. The study examines three key constructs of behavioural engagement: student engagement with the task, effort level the student applies to taskcompletion and finally, following instructions. First, the findings suggest that student engagement was high in 'video' and 'feedback' sections as compared to 'simulation' activities. Second, students invested high effort in task-completion when the learning modules were delivered with instructional guidance. Finally, non-visual learners exhibit more difficulty following instructions in unsupported online settings. The results of this study will contribute to the burgeoning research field promoting the development of online modules that encourage participation of diverse learners.</p> Md Abdullah Mamun, Gwen Lawrie, Tony Wright Copyright (c) 2024 Md Abdullah Mamun, Gwen Lawrie, Tony Wright Wed, 29 May 2024 00:00:00 +1000 PST Online <p>Online teaching has become more pervasive throughout the 21st century, partly a result of new technologies allowing for interactive online learning environments and partly to meet the needs of students who cannot access traditional face-to-face classrooms for all or part of their schooling. Pre-service teacher education has lagged behind this uptake in online teaching, failing to prepare new graduate teachers for the possibility of teaching wholly online to students in a range of learning environments. Pre-Service Teachers Online is a website designed to address this gap by providing pre-service teachers with resources to assist in building online teaching skills. Current pre-service teachers' awareness of online teaching skills were sought, providing the foundation for the website. Presented is how the website was designed to meet identified pre-service teachers' needs allowing participants to reflectively consider how their current perceptions of teaching practices could apply in a blended or fully online classroom model.</p> Yvonne Masters, Sue Gregory, Stephen Grono Copyright (c) 2024 Yvonne Masters, Sue Gregory, Stephen Grono Wed, 29 May 2024 00:00:00 +1000 From practitioner-producers to knowledge co-creators <p class="p1"><em>The University of Adelaide established its MOOC initiative, AdelaideX, in 2014 with goals </em><em>including generating and sharing insights into effective practice in open online learning. Our </em><em>professional and teaching staff are amassing valuable experience in conceptualising, designing, </em><em>developing, delivering and evaluating MOOCs and are part of an emerging knowledge community </em><em>among MOOC-active universities. In 2016, AdelaideX is running a Creating Insights Project, with </em><em>the goals of feeding innovation at the University, enabling our people to fulfil aspirations towards </em><em>capturing and sharing their ideas about MOOC making, and securing rich insights which can be </em><em>fed formatively into future course and program activities. To do so, we have begun to experiment </em><em>with a design-based model for practice research. In this way, we are positioning the relationship </em><em>between academics and professionals as investigative partners, a promising means to develop </em><em>capacity for insight generation in the open learning space.</em></p> Katy McDevitt, Mario Ricci Copyright (c) 2024 Katy McDevitt, Mario Ricci Wed, 29 May 2024 00:00:00 +1000 Natural Language Proficiency and Computational Thinking <p class="p1"><em>Literacy as natural language fluency, is the primary literacy underpinning most learning but there </em><em>is a new literacy gathering momentum in this information age - Computational Thinking. This </em><em>paper draws connections between the two; highlighting analogs, differences, and bridges that are </em><em>transforming both pedagogies while also illustrating a growing educational nexus.</em></p> Ronald Monson Copyright (c) 2024 Ronald Monson Wed, 29 May 2024 00:00:00 +1000 Assessing the impact of an "Echo360-Active Learning Platform"-enabled classroom in a large enrolment blended learning undergraduate course in Genetics <p class="p1"><em>In response to calls from the higher education science community to increase student engagement in </em><em>learning, scientific teaching (reflecting the true nature of science by capturing the process of discovery in </em><em>the classroom) and reflective teaching (or scholarly teaching), a genetics course was redesigned as a </em><em>blended learning course. The new course model has provided several opportunities to engage students in </em><em>the 5E learning cycle and to redefine the classroom experience. Despite the growing literature on </em><em>effective design of blended courses, very little research has been conducted and very little is known </em><em>about the impact of components of blended courses for large enrolment courses in relation to student </em><em>learning outcomes. The goal of this investigation was to assess the impact&nbsp;</em><em>of an Echo360-ALP enabled </em><em>classroom on learning gains in a large enrolment blended learning course.</em></p> Colin Montpetit, Sonya Sabourin Copyright (c) 2024 Colin Montpetit, Sonya Sabourin Wed, 29 May 2024 00:00:00 +1000 Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design <p class="p1"><em>This paper presents a research design and intervention that investigates how the use of mixed reality </em><em>visualization and gamification can be applied to an ICT systems analysis and design course. The </em><em>research focuses on a learning approach of an ICT modelling and design framework based on visual </em><em>augmentation of traditional course content and class delivery. Assessment of the learning impact in </em><em>regards to learners, system components and their interaction in system scenarios will be performed. </em><em>Allowing learners to explore and discover information in the form of a gamified scavenger hunt </em><em>that supports scaffolding learning chunks, aims to assist them towards a conceptual understanding </em><em>of the solution. Educators can incorporate selected representations of key learning artefacts and </em><em>resources in an augmented capacity using a variety of media such as 2d images, videos, graphics, </em><em>simulations, and 3d models applied into the design process and promote active learning in the </em><em>classroom.</em></p> Juan Muñoz, Michael Cowling, James Birt Copyright (c) 2024 Juan Muñoz, Michael Cowling, James Birt Wed, 29 May 2024 00:00:00 +1000 Show me the Feedback <p class="p1"><em>The </em><span class="s1"><em>Y1Feedback </em></span><em>project is a partnership between four Irish Higher Education institutions, which aims to </em><em>enhance feedback dialogue in first year undergraduate programmes through the use of digital technologies, to </em><em>better support student transition. The project has conducted a review of feedback practice across partner </em><em>institutions and a synthesis of feedback literature. Informed by this work, the project has identified a set of </em><em>features of effective feedback for first year together with a set of technology-enabled feedback approaches. </em><em>Currently, there are 20 case studies in progress to pilot these approaches. This paper reports the findings from </em><em>the review of feedback practices and outlines features of effective feedback and approaches that educators can </em><em>implement to better support first year transition.</em></p> Lisa O'Regan, Morag Munro, Mark Brown, Moira Maguire, Nuala Harding Copyright (c) 2024 Lisa O'Regan, Morag Munro, Mark Brown, Moira Maguire, Nuala Harding Wed, 29 May 2024 00:00:00 +1000 Using student voice in the design of game based learning <p class="p1"><em>Game technologies can provide exciting ways to engage and educate students and provide an </em><em>active learning experience with a goal-directed agency. This research investigates how student </em><em>voice is integral to the development and trialing of educational computer games in order to </em><em>effectively target, and add meaning and relevance to learning outcomes. Games can offer a </em><em>transformational change in pedagogical approaches by being intrinsically motivating, providing </em><em>immediate feedback and scaffolding skill and knowledge acquisition. The research focused on </em><em>understanding learner needs by involving students in project based development and examines the </em><em>rationale behind making a pedagogical shift from unidirectional content delivery to </em><em>collaboratively designing experience. The study adopted a Design Based Research methodology, </em><em>within an Activity Theoretical framework.</em></p> Mark O'Rourke Copyright (c) 2024 Mark O'Rourke Wed, 29 May 2024 00:00:00 +1000 On the role of 'digital learning designer' for non-indigenous designers collaborating within culturally grounded digital design settings <p>This is a conceptual inquiry into the nature of the role of learning designer from mainstream cultural groups working within culturally-grounded digital design settings. This paper stems from the co-design of an online transition-to-study resource developed specificall for Maori and Pacific students about to begin postgraduate study at the University of Auckland in Aotearoa New Zealand. The resource is the culmination of an extensively planned design project amongst primarily non-indigenous designers in partnership with both indigenous and non-indigenous academics. These reflections from both nonindigenous and indigenous members of the project team are offered for other tertiary-sector designers as reflections and potential sparks - 'theoretical seed sowing' (Bihanic, 2015, p. vi-vii) - about the inherently positional and necessarily culturally-grounded nature of the role of digital learning designer.</p> Lynn Petersen, John Egan, Elana Curtis, Mark Barrow Copyright (c) 2024 Lynn Petersen, John Egan, Elana Curtis, Mark Barrow Wed, 29 May 2024 00:00:00 +1000 Tracking discipline mastery <p>An online formative program assessment and evaluation tool was created by discipline leaders covering five discipline-specific domains as well as transferrable skills and personal dispositions. Students in first year complete this program assessment, often failing, but the experience is used to motivate them to start their learning journey - that's why they've come to University. Second year students participating in the same program assessment can see their annual progress. Third year students participating in program assessment can confirm how far they have progressed towards discipline mastery, as defined by their discipline leaders. The tool can also evaluate the overall effectiveness of the multiple course-based teaching and learning environments that make up the students' program and provide evidence to support external accreditation requirements. An initial trial of the tool in environmental science and geospatial science has been conducted.</p> Diana Quinn, Paul Sutton, Paul Corcoran, Delene Weber Copyright (c) 2024 Diana Quinn, Paul Sutton, Paul Corcoran, Delene Weber Wed, 29 May 2024 00:00:00 +1000 Correcting tool or learning tool? <p>This paper reports on the initial data from an extension project that intends to further develop Marking Mate, a self-directed assignment writing support programme developed at Xi'an Jiaotong-Liverpool University (XJTLU) by Eoin Jordan and Andy Snyder. The study explores how students currently use the programme and how they would like to see it being improved. In this paper, we explore the apparent tension between students wanting to use Marking Mate as a correction tool and its potential as a learning tool, with reference to the specific Chinese context of the university. An additional tension between a highly contextualised and locally developed programme (such as Marking Mate), and widely available online tools that allow for potentially similar outcomes (such as Grammarly), is also discussed. It is argued that the programme may be more effective if it is explicitly presented as a learning tool, rather than a correction tool.</p> Charlie Reis, Henk Huijser Copyright (c) 2024 Charlie Reis, Henk Huijser Wed, 29 May 2024 00:00:00 +1000 Contextualizing institutional strategies for technology enhanced learning <p class="p1"><em>An analysis of strategic planning documents for public universities in Australia identifies some </em><em>patterns in institutional strategies for technology-enhanced learning (TEL). Institutional size, </em><em>location and social mission are among some of the characteristics that shape TEL support. This </em><em>study was part of a project to develop guidance on how institutions could contextualize use of the </em><em>ACODE TEL benchmarking process. Text from publicly available documents was analysed to </em><em>identify contextual characteristics that appear to be influencing institutional strategies and </em><em>priorities for TEL. International studies identify a need for rethinking how institutions work. This </em><em>study provides a snapshot of these rethinking processes in 2016, and some preliminary suggestions </em><em>on how benchmarking might support these.</em></p> Carol Russell Copyright (c) 2024 Carol Russell Wed, 29 May 2024 00:00:00 +1000 Failing forward in research around technology enhanced learning <p class="p1"><em>There are lessons to be learned from undertaking 'successful' research but we do not hear much about the lessons learned when your research doe not come-off. But in many cases there are some </em><em>very important lessons that can be learned that others may benefit from, particularly for those who </em><em>are new to research around the scholarship of teaching and learning (SoTL), as opposed to discipline based research that is reputedly conducted more from an empirical persepctive. This </em><em>paper reports on some of the lessons learned by two researchers from two universities on research </em><em>that could have been done better in relation to technology enhanced learning (TEL). Why do we </em><em>need to hear about these lessons? For the sake of our students; we want to improve our teaching and do not want to make the sane mistakes that others may have done.</em></p> Michael Sankey, Rachel Whitsed Copyright (c) 2024 Michael Sankey, Rachel Whitsed Wed, 29 May 2024 00:00:00 +1000 Building academics' SoTL capacity through a course on blended learning <p class="p1"><em>This paper provides an putline of a course on blended learning which aims to build academics' </em><em>scholarship of teaching and learning (SoTL) capacity as well as equipping them with knowledge and </em><em>skills in designing and developing a prototype of a unit within a course. The paper also describes the </em><em>underlying principles and frameworks in the conceptual model for designing the blended learning course, </em><em>and how the various elements of the model relate to one another. Details on how the design of the course </em><em>is being influenced by the model is also provided. The current progress of the project and possible studies </em><em>in the future is also discussed at the end of the paper.</em></p> Swee Soong, Lyn Choy, Adrian Lee Copyright (c) 2024 Swee Soong, Lyn Choy, Adrian Lee Wed, 29 May 2024 00:00:00 +1000 Mining video data <p class="p1"><em>Learning spaces influence how we act, however there is a lack of systemic research addressing the </em><em>impact of environments on teaching and learning. In this paper, we introduce a hybrid tracking </em><em>technique in which a colour model is combined with algorithms to identify human positions, and </em><em>applied to video data. The aim of identifying patterns of movement that could be used to indicate </em><em>successful collaboration in open plan learning spaces. We apply the method to a previously </em><em>analyzed dataset, to demonstrate how multiple analytic techniques can be used to build a complex </em><em>understanding of learner movement in relation to collaboration and learning. We conclude with </em><em>suggestions of the ways in which the results could be used by instructors to inform orchestration </em><em>of complex learning environments, as well as directions for future research.</em></p> Kate Thompson, Sarah Howard, Jie Yang, Jun Ma Copyright (c) 2024 Kate Thompson, Sarah Howard, Jie Yang, Jun Ma Wed, 29 May 2024 00:00:00 +1000 Designing and Analysing STEM Studios for preservice teacher education <p class="p1"><em>There is a need for approaches to understand the teaching and learning of STEM and STEAM in </em><em>schools in order to prepare preservice teachers for innovative classroom practice. In this paper we </em><em>use a combined design approach to examine the activity of school students, preservice teachers </em><em>and graduate STEAM students in two STEM Studios at a University in Queensland. We present </em><em>our revised conceptual model based on earlier iterations as part of an OLT funded project. </em><em>Multimodal learning analytics approaches will be applied in order to understand the integration of </em><em>knowledge processes, epistemic cognition, collaboration and tool use.</em></p> Kate Thompson, Harry Kanasa Copyright (c) 2024 Kate Thompson, Harry Kanasa Wed, 29 May 2024 00:00:00 +1000 Using mobile technology for workplace learning <p class="p1"><em>Students' agency is an importnat enabler of productive learning in complex, unpredictable&nbsp;</em><em>workplace environments. In the study presented here, we explored how mobile technology can </em><em>help students enhance their workplace learning experiences and develop their capacity to act as </em><em>learners and future practitioners. We collected survey and interview data from 312 participants, </em><em>which informed the development of Mobile Technology Capacity Building Framework that </em><em>comprises thematic resources for students, academics and workplace educators. Its development </em><em>draws on two sets of theoretical ideas: the importance of agentic learning that enables students to </em><em>develop their practice capabilities; and the use of activity-centred learning design to distinguish between what can be designed ahead of time and what should be left to students' agency. This&nbsp;</em><em>study and Framework contribute to understanding how the productive use of technologies can foster students' agency and development of deliberate professionals with a high sense of adaptive </em><em>expertise.</em></p> Franziska Trede, Susie Macfarlane, Lina Markauskaite, Peter Goodyear, Celina McEwen, Freny Tayebjee Copyright (c) 2024 Franziska Trede, Susie Macfarlane, Lina Markauskaite, Peter Goodyear, Celina McEwen, Freny Tayebjee Wed, 29 May 2024 00:00:00 +1000 From Flipped to Flopped to Flexible classrooms in Higher Education? <p class="p1"><em>There is currently much hype about the blended learning model of the 'flipped classroom' in higher education </em><em>in Australia. Many courses at Universities are being transformed into fully or partially </em><em>flipped classrooms where students prepare for face-to-face classes beforehand so that inclass time </em><em>is used for active and collaborative learning. We provide six risks related to the flipped classroom </em><em>based on our critical reflections from designing and teaching a fully flipped classroom. We argue that students' satisfaction and engagement with the flipped classroom model is increasingly eroded by the number of flipped courses and the rising time demands for students and teachers. Other factors that risk the flipped classrooms becoming 'flopped classrooms' are the lack of prior training </em><em>of students for self-motivated learning; and the dependence on skilled teachers to create inspiring </em><em>and course content relevant pre-class activities and to run effective collaborative exercises in the </em><em>class room.</em></p> Thomas Wanner, Edward Palmer Copyright (c) 2024 Thomas Wanner, Edward Palmer Wed, 29 May 2024 00:00:00 +1000 Learning design@CSU <p class="p1"><em>Educational Designers at Charles Sturt University have recently completed a professional </em><em>development program in course design. An outcome of this professional development activity has </em><em>been the development of online modules which cover various learning and teaching strategies and </em><em>as a by-product; learning design templates. The online modules are designed to provide an </em><em>overview of how to use evidence based learning and teaching strategies, with the aim of changing </em><em>teaching practice to positively influence student learning. After developing these modules, it was </em><em>recognised that they could be adapted into templates that teaching staff could use directly in their </em><em>subjects. This paper will discuss the progress of this multi-faceted project that focuses on </em><em>professional development of Educational Designers and academic staff, development of online </em><em>modules and learning design templates.</em></p> Linda Ward Copyright (c) 2024 Linda Ward Wed, 29 May 2024 00:00:00 +1000 The Sociological Imagination Machine (S.I.M.) <p>A leading online education provider used gamification and a custom built technology to assist the understanding and application of the sociological imagination in first-year Sociology students. In a sixteen-week period, a collaborative team including learning designers, teaching staff, education technologists and a graphic designer, devised and developed a gamified weekly activity for students featuring randomising and roleplay mechanics. Results indicated that the use of gamification improved students' engagement with their class group and assisted them in learning key concepts. The considered and purpose driven use of gamification has proven to be a valuable tool in online learning.</p> Hilary Wheaton, David Hall Copyright (c) 2024 Hilary Wheaton, David Hall Wed, 29 May 2024 00:00:00 +1000 No more lonely learning <p>This study contributes to the literature on curriculum design for nursing education. Three fully online, postgraduate nursing subjects in a regional Australian university were re-designed using Salmon's Carpe Diem team-based, two-day intensive workshop process. An exploratory descriptive mixed methods design was used to evaluate both the process undertaken and the deliverables produced in this project. Workshop participants unanimously reported strongly positive experiences during the workshop itself, and both the teaching staff and the students enjoyed a positive, enthusiastic and engaged teaching and learning experience when the redesigned subjects were deployed. Student statistics regarding access to the subject website, and student performance in the subject, were both markedly improved when compared to prior offerings of the subjects. The Carpe Diem process was demonstrated to be fit for our purpose and context.</p> Kristin Wicking, Cecily Knight, Scott Bradey, David Lindsay, Stephen Anderson Copyright (c) 2024 Kristin Wicking, Cecily Knight, Scott Bradey, David Lindsay, Stephen Anderson Wed, 29 May 2024 00:00:00 +1000 Working with social media in tertiary education <p>Managing the use of social media in tertiary institutions is not as straight-forward as it may first seem. There is a multiplicity of facets which interplay within this space, from the espoused University policies on the one side of the coin, to the actual practices by students and staff on the other. At times, this misalignment is not the result of deliberate waywardness. For academics, deciphering and adhering to institutional policy whilst simultaneously attempting to enrich studenst's learning experiences is a difficult feat. This paper explores this contested space, examining the tensions between social media as a disruptive technology, coupled with the interpretation of institutional policies. Our analysis points to a call for clarity in and around institutional policy in the implementation of social media for teaching and learning in higher education.</p> Julie Willems, Chie Adachi, Yana Grevtseva Copyright (c) 2024 Julie Willems, Chie Adachi, Yana Grevtseva Wed, 29 May 2024 00:00:00 +1000 Models for understanding student engagement in digital learning environments <p>Digital learning environments are increasingly prevalent in higher education. The flexible and less constrained nature of these environments, means students often need to be more autonomous in managing their own learning. This implies that students are sufficiently selfmotivated to successfully engage in autonomous learning. The concept of "student engagement" has shown promise in assisting researchers' and educators' understanding of how students' general involvement in study, and their more specific completion of learning tasks, can lead to beneficial outcomes in digital learning environments. However, student engagement has taken on multiple, diffuse definitions in higher education creating confusion about what engagement is and how best to promote it. In this paper we build on a model of engagement from organisational psychology that offers insight into task-level engagement. Established models in the area of student motivation are integrated to bring clarity to the construct at tasklevel in digital learning environments.</p> Paul Wiseman, Gregor Kennedy, Jason Lodge Copyright (c) 2024 Paul Wiseman, Gregor Kennedy, Jason Lodge Wed, 29 May 2024 00:00:00 +1000 Learning through Video Production <p class="p1"><em>Videos are widely used in education but the pedagogical potential afforded by students' video productions is largely unexplored. This pilot study used video production as an instructional </em><em>strategy for promoting active learning in a biology course. Students were instructed to build a </em><em>3D model and create a video to explain cell structure and function. They then summarized their </em><em>project proposal, goal, scientific content and innovation in a report. They were suggested to </em><em>form teams comprising students from different disciplinary areas, and to incorporate </em><em>interdisciplinary knowledge into their videos. During the project, three psychological needs </em><em>including autonomy, competence, and relatedness were supported based on self-determination </em><em>theory in order to enhance intrinsic motivation. Analysis of the data from student feedback, </em><em>submissions (models, videos and reports) and final examination revealed enhanced active </em><em>learning and improved understanding of biological concepts. The results also suggest a need for </em><em>fostering integrative thinking across disciplines.</em></p> Jinlu Wu Copyright (c) 2024 Jinlu Wu Wed, 29 May 2024 00:00:00 +1000 The design process of university teachers <p class="p1"><em>This poster presents a teacher design process model. The model is empirically derived from </em><em>research that investigated the design work of Australia university teachers. The dataset comprised </em><em>detailed interviews from 30 teachers from 16 Australian universities about how they undertook </em><em>their design work when designing new units and/or redesigning existing units. The findings </em><em>characterise the design process as a top-down, breadth-first approach, which is iterative, and is </em><em>conducted prior, during and after a unit's implementation. The significance of this model is that it </em><em>illustrates a process that has been under-researched and thus provides important insights into how </em><em>university teachers could be better supported in their design work. Implications from this work are </em><em>discussed and ideas for future research are presented.</em></p> Shirley Agostinho, Sue Bennett, Lori Lockyer Copyright (c) 2024 Shirley Agostinho, Sue Bennett, Lori Lockyer Wed, 29 May 2024 00:00:00 +1000 Application of Personal Learning Environment to an Independent Study Experience <p class="p1"><em>The study applied the concept of personal learning environments to the individualized instruction </em><em>of a foreign language pre-service teacher in an assessment class. The student was given the </em><em>opportunity to develop their own personal learning environment by deciding upon specific </em><em>educational goals, developing lifelong learning resources, and negotiating assessment. The student </em><em>developed an enthusiasm for the subject matter not seen with other students. However, the </em><em>situation is unique in that it is an individualized learning situation with a mature, returning </em><em>student. In the future, attempt will be made to apply the same principles to a whole-class situation.</em></p> David Bolton, Irene Crossland Copyright (c) 2024 David Bolton, Irene Crossland Wed, 29 May 2024 00:00:00 +1000 Staying the distance <p class="p1"><em>The Student Success Toolbox project is a nationally funded research and technology development </em><em>project focusing on facilitating effective flexible learner transition into higher education. The </em><em>project targets programme teams/institutions with adults engaged in undergraduate, part-time or </em><em>online/distance-learning during the initial stages of the study lifecycle. The project has developed </em><em>a toolbox of eight digital readiness/preparation tools, leveraging digital technologies to establish </em><em>approaches to assist advisors in helping applicants to assess their own readiness for flexible </em><em>learning and in providing learners with relevant, timely feedback to enhance their chances of </em><em>success. These are Open Educational Resources (OERs) with a Creative Commons Licence (CCBY), </em><em>made openly available to, and actively shared with, programme teams/institutions. </em><em>Alongside the tools is a guide on using the tools as part of a strategic flexible learner socialisation </em><em>program and, where appropriate, directions on technically augmenting the tools for a specific </em><em>programme or institution.</em></p> James Brunton, Mark Brown, Eamon Costello, Ann Cleary, Lorraine Delaney, Seamus Fox, Jennifer Gilligan, Lisa O'Regan, Jamie Ward Copyright (c) 2024 James Brunton, Mark Brown, Eamon Costello, Ann Cleary, Lorraine Delaney, Seamus Fox, Jennifer Gilligan, Lisa O'Regan, Jamie Ward Wed, 29 May 2024 00:00:00 +1000 Head Start Online <p>Head Start Online is a five week, free, online course (MOOC) that is designed to support prospective and/or new flexible learners' transitions into higher education. Enhancing retention and completion rates of this group of learners, in order to facilitate successful widening of access, is a significant global challenge. Head Start Online is focused on the initial stages of the studylifecycle, as the foundations for student success are laid early. Head Start Online has emerged out of the Student Success Toolbox project, a nationally funded research and technology development project that developed a toolbox of eight digital readiness/preparation tools. Head Start Online brings together a number of these tools together in a cohesive pre-induction socialization course that aids new/prospective learners to, for example: assess their readiness for flexible study; plan and budget their time; assess their computer skills; identify their sources of support; learn about the process of writing assignments.</p> James Brunton, Mark Brown, Eamon Costello, Orna Farrell, Conor Mahon Copyright (c) 2024 James Brunton, Mark Brown, Eamon Costello, Orna Farrell, Conor Mahon Wed, 29 May 2024 00:00:00 +1000 Embedding Classroom Practice in a 21st Century Learning Design (21CLD) MOOC framework <p>This poster explores the potential of MOOCs for teacher professional learning. It describes an innovative model that has evolved over a decade and how this could be implemented through different MOOC formats. Designed as a robust yet flexible framework that meets teachers' expressed needs, the model supports school-focused, job-embedded teacher professional learning, which challenges more traditional instructional environments. More specifically, it infuses digital technologies and other elements of 21st century skills into the teaching and learning experience. Employed initially in face-to-face contexts, the most recent development has been the design of a MOOC which maintains key elements and signature pedagogies from the initial phases to support a scalable and sustainable model of teacher professional learning.</p> Deirdre Butler, Margaret Leahy, Michael Hallissy, Mark Brown Copyright (c) 2024 Deirdre Butler, Margaret Leahy, Michael Hallissy, Mark Brown Wed, 29 May 2024 00:00:00 +1000 Blended Learning Boot Camps <p>Academic staff development often follows time-honoured models ???? a workshop series, individual and small group consultations and the development of complementary online resources. In our experience an annual, two-day Blended Learning Boot Camp with Subject Coordinators from successive year levels has proven to be a successful approach for transforming curriculum delivery with blended learning in the discipline of Nursing, Midwifery and Nutrition. This poster describes the planning, development and outcomes of this strategic, multi-year project and highlights the changing focus from year-to-year as feedback and evidence dictate.</p> Ben Cleland, John Smithson, Cecily Knight Copyright (c) 2024 Ben Cleland, John Smithson, Cecily Knight Wed, 29 May 2024 00:00:00 +1000 Blended learning in first year curriculum <p class="p1"><em>Blended learning involves a careful and considered approach to the identification and </em><em>combination of different modes, times, places and purposes of learning, with emphasis on </em><em>judicious integration of fit-for-purpose educational technologies in order to enhance student </em><em>learning experience and outcomes. Students commence their first year of university with a </em><em>vastly diverse set of personal, social and cultural characteristics that can shape their tertiary </em><em>experience and engagement with learning. This can present a challenge to first year </em><em>curriculum design, delivery and evaluation. </em><em>This presentation will explore how blended learning pedagogy, transition pedagogy and </em><em>transparent pedagogies were melded within a first year Allied Health unit at Australian </em><em>Catholic University in an aim to enhance student engagement with and empowerment within </em><em>the program. Processes of decision making regarding design, delivery and evaluation of first </em><em>year curriculum will be shared and supported with case examples and data from the </em><em>discipline of Speech Pathology.</em></p> Leigha Dark Copyright (c) 2024 Leigha Dark Wed, 29 May 2024 00:00:00 +1000 Open Educational Practices <p class="p1"><em>Demand for higher education is increasing globally, and to help meet the demand, there are </em><em>plenty of Open Educational Resources (OERs) available. OERs are openly licensed </em><em>educational materials. Unfortunately, OERs are slow to be adopted. What is needed are </em><em>Open Educational Practices (OEPs) which are policies, tools, and actions, among other </em><em>things that create an environment suited to using OERs. This research aims to find ways to </em><em>support OEP implementation, particularly the OEPs related to the design and development </em><em>of effective courses. The research methods include action research on course design and </em><em>ethnography to describe the organizational context. This poster presents emerging findings </em><em>from the pilot study carried out at the Open Education Resource universitas (OERu).</em></p> Danielle Dubien, Niki Davis, Annelies Kamp Copyright (c) 2024 Danielle Dubien, Niki Davis, Annelies Kamp Wed, 29 May 2024 00:00:00 +1000 Video-based feedback <p class="p1"><em>Sufficient feedback is in the core of Student centred-learning. Text based feedback has certain </em><em>limitations and can be seen by students as generic rather than personalised. Video feedback is </em><em>welcoming alternative to personalised and individualised reflection on student's works and greatly valued by students. Such personalised connection between tutor and students increases student's </em><em>own motivation and enhances possibility for self-assessment and self-reflection. Computer </em><em>software for screen capture and audio narration have been used to create videos which are </em><em>provided to students as a video-based feedback. The video-based feedback has been made using student's electronic submissions and narration which are audio and video recorded. Webcam has </em><em>been used to capture tutor's facial expression to make whole experience even more personalised. </em><em>Initial video-based feedback pilot created positive reaction among students indicating that further </em><em>experimenting is greatly desirable.</em></p> Cedomir Gladovic Copyright (c) 2024 Cedomir Gladovic Wed, 29 May 2024 00:00:00 +1000 Lecture Pods Unlimited <p>The Blended Learning Team from the School of Humanities and Communication Arts will demonstrate how we assist in the creation of 'lecture pods'. The presentation will be delivered in video format, showing the actual processes we go through. We'll detail how we work with academics to assist them to convert their teaching from live lectures to presenting to camera. The presentation will also showcase several tools created by Peter Steele, that have made a great contribution to sustainable processes in the school for producing large volumes of lecture pod videos.</p> Robert Leggo, Peter Steele, George Karliychuk, Fiona Thurn Copyright (c) 2024 Robert Leggo, Peter Steele, George Karliychuk, Fiona Thurn Wed, 29 May 2024 00:00:00 +1000 Transformation through transition <p class="p1"><em>The poster presents an overview of the 'MyUni Transform' project at the University of Adelaide. This involves institution-wide transition, between May 2016 and December 2017, to a </em><em>single Learning Management System from three systems currently in use in the University (the </em><em>move is to Instructure Canvas from, principally, Blackboard Learn and, additionally, Moodle and </em><em>an in-house system). Rather than implementing transition through automated roll-across of </em><em>existing learning content and design, the project is approaching the transition process as an </em><em>opportunity to facilitate significant transformation in blended learning design and practice across </em><em>the University, in alignment with the goals of its Strategy for Learning, Teaching and Assessment </em><em>(2016-18). The poster identifies key elements of the change approach that has been adopted, and outlines a 'theory of change' impact evaluat</em><em>ion perspective that is seen to have value for ongoing monotoring of, reflection on, and learning from, the project's early stages and beyond.</em></p> Philippa Levy, Travis Cox Copyright (c) 2024 Philippa Levy, Travis Cox Wed, 29 May 2024 00:00:00 +1000 Exploring the unknown <p>Serious games offer educators the opportunity to enhance student motivation and engagement, setting the stage for authentic and productive learning (Coates, 2005). Anecdotal evidence suggests barriers to adoption of serious games in education include perceptions of the need for technological expertise and high costs of development. The author created a serious game to assist post graduate professional psychology students to manage the transition from theoretical knowledge to professional practice. This demanding stage of development is key to graduate competence, perceptions of self-efficacy and employability (De Stefano, D'Iuso, Fitzpatrick, Drapeau, &amp; Chamodraka, 2007; &amp; Skovholt &amp; Ronnestad, 2003). During this developmental stage, serious games provide an opportunity for safe and engaging learning opportunities. This case study provides insight into the theory and principles to be considered when developing a serious game.</p> Gillian McGregor, Emma Bartle Copyright (c) 2024 Gillian McGregor, Emma Bartle Wed, 29 May 2024 00:00:00 +1000 Serious games in education <p class="p1"><em>The use of serious games in education is growing, particularly within the field of health </em><em>professional training (Graafland, Schraagen, &amp; Schijven, 2012; Wattanasoontorn, Boada, Garcia, </em><em>&amp; Sbert, 2013). Serious games aim to teach or train whilst simultaneously entertaining and </em><em>engaging users (Hawn, 2009). Serious games are viewed as a useful methodology for enhancing </em><em>student motivation for learning and engagement with material (Coates, 2005). Despite being </em><em>heralded as a cutting edge innovation, research validating the efficacy of serious games </em><em>demonstrates mixed results (Susi, Johannesson, &amp; Backlund, 2007). A serious game to support </em><em>training of professional post graduate psychology students was developed by the first author. This </em><em>paper presents the results of two pilot studies comparing the learning and training experiences of </em><em>students using the serious game as compared to those using a control serious game and teaching as </em><em>usual, as an example of an application of serious games in post graduate education.</em></p> Gillian McGregor, Emma Bartle Copyright (c) 2024 Gillian McGregor, Emma Bartle Wed, 29 May 2024 00:00:00 +1000 Gunya Online <p class="p1"><em>A cornerstone of the Indigenous Strategy at Macquarie University (MQ) is the Gunya Model. A </em><em>Gunya, in Darug language, is a traditional structure used by Aboriginal peoples as a home and </em><em>shelter. In building the Gunya Online program MQ is building an online culturally safe place for </em><em>distance Indigenous students to come together, connect with staff, services and each other as they </em><em>journey through Higher Education. This poster outlines the early development of the project </em><em>presenting initial findings from a research report that draws on literature and interviews with staff </em><em>and students in the development of a model of best practice.</em></p> Wendy Meyers, Alex Swain, Jennifer Gili, Emily Sutton, Sue Pinckham Copyright (c) 2024 Wendy Meyers, Alex Swain, Jennifer Gili, Emily Sutton, Sue Pinckham Wed, 29 May 2024 00:00:00 +1000 Academic Development through Intensive Learning Design <p class="p1"><em>Participating in learning design sessions is a transformative learning experience for academic </em><em>staff. This poster traces the emergent relationship between an academic and a learning designer </em><em>during an intensive 4-hour learning design session, visually representing the interplay and </em><em>intensity of six key domains across the session: approach, emotion, relationship, design-as-process, </em><em>design-as-product, and capability-building. The poster demonstrates the relationship </em><em>between the domains and their dispersal throughout a session, to illustrate how the challenge to </em><em>and transformation of attitudes towards technology-enhanced learning (TEL), helping to </em><em>overcome common resistance to change, providing a richer, more productive understanding of </em><em>how academic development can be foregrounded through learning design.</em></p> Tam Nguyen, Stephen Abblitt, Colin Hickie, Jenny Pesina, Joan Sutherland Copyright (c) 2024 Tam Nguyen, Stephen Abblitt, Colin Hickie, Jenny Pesina, Joan Sutherland Wed, 29 May 2024 00:00:00 +1000 Reflections of a new educational designer <p>Educational design is an area of growing significance in tertiary education, though the career pathway to educational design is varied. Few specific qualifications are available, and so educational designers tend to take up their roles with little experience or in-depth knowledge. The purpose of the study is to investigate one new educational designer's development from new to experienced practitioner, in order to identify what new educational designers might expect as they develop. Across the early stage of her educational design role, Nicky Meuleman, educational designer at Open Polytechnic of New Zealand, captured significant encounters and recorded ongoing reflection. This paper summarises and discusses the key themes from those reflections, providing insight into one educational designer's journey from beginner to proficient practitioner.</p> Mark Nichols, Nicky Meuleman Copyright (c) 2024 Mark Nichols, Nicky Meuleman Wed, 29 May 2024 00:00:00 +1000 Technology Advances in Virtual Classrooms <p class="p1"><em>As technology evolves and devices become more affordable there are many exciting possibilities </em><em>for the use of innovative technology in virtual classrooms. However, while some of these </em><em>innovations can encourage learner attention others afford learners more opportunities to multitask </em><em>(task switch).</em></p> Kerry Trabinger Copyright (c) 2024 Kerry Trabinger Wed, 29 May 2024 00:00:00 +1000 Designing a toolkit to support the development of copyright literacy <p class="p1"><em>The Open Education Licensing (OEL) project team surveyed teaching and other staff in the Australian </em><em>higher education sector. The surveys informed the design of a Toolkit web application, which would </em><em>provide tailored information to users by presenting relevant questions and guidance in a decision tree </em><em>format. </em><em>The decision tree provides pathways to guidance regarding the licensing of teaching resources for </em><em>Australian higher education. The software was developed iteratively, allowing subject matter experts </em><em>(SME) to feed in their content whilst the data system and interface were designed and implemented. A </em><em>user-centred methodology was employed to maximise usability. The Toolkit used open source </em><em>technologies and is itself openly licensed. </em><em>This poster communicates the process of design, development and testing of the Toolkit web </em><em>application. The lessons learned through this process may help inform the design of other innovative </em><em>systems that aim to emulate the support provided by SME.</em></p> Beale van der Veer, Tony Carew, Luke Padgett Copyright (c) 2024 Beale van der Veer, Tony Carew, Luke Padgett Wed, 29 May 2024 00:00:00 +1000 Facilitating Summative Peer Review of Teaching <p class="p1"><em>This paper reports on a summative peer review of teaching process implemented in a university. </em><em>Software was developed to facilitate the peer review process, demonstrate principles of </em><em>transparency, fairness and equity and support the academic values of collegiality, confidentiality </em><em>and communication.</em></p> Dale Wache Copyright (c) 2024 Dale Wache Wed, 29 May 2024 00:00:00 +1000 Straddling the technology adoption chasm in university teaching practice using Multi-Mediator Modelling <p>This poster presentation demonstrates how a computer simulation can be applied to examine the problem of spreading the adoption of elearning innovations that originate 'bottom-up' in higher education teaching practice. The computer simulation used in this doctoral study allows enabling and inhibiting links to be drawn between factors in 'bottom-up' technology adoption. These factors have been identified from case studies of 'bottom-up' e-learning adoption found in the research literature. The resulting computer model provides an interactive view across a whole university system of stakeholder relationships between university management, central support services, elearning innovators and elearning adopters involved in university teaching. The poster provides an explanation of how the computer modelling process works when different stakeholder experiences and perspectives are applied to connect the factors in the model. The application of a computer simulation in interviews for this study addresses the limitations of case study research methods to examine this problem.</p> Irena White Copyright (c) 2024 Irena White Wed, 29 May 2024 00:00:00 +1000 Attentional and cognitive processing of analytics visualisations: <p class="p1"><em>There has been an increasing demand for course-level learning analytics to inform design </em><em>improvements and interventions. While there has been an increasing research and development </em><em>focus on dashboards to facilitate this, less has been done to investigate the impact of design </em><em>features on optimising the interpretation process when translating learning analytics into </em><em>actionable interventions and design changes. In this paper, I assess the effect of two prominent </em><em>design features on the attentional and cognitive processes when using learning analytics at the </em><em>course level. Emergent thematic analysis revealed response patterns suggesting systematic effects </em><em>of three design features (course-only data, course- versus school-level data, course-only data with </em><em>learning events marked) on the interpretive patterns, proposed actions, and consequential thinking </em><em>of participants in the study. Implications for future designs of course-level learning analytics </em><em>dashboards, as well as academic development are discussed.</em></p> Sakinah Alhadad Copyright (c) 2024 Sakinah Alhadad Fri, 25 Nov 2016 00:00:00 +1100 Confidence drives exploration strategies in interactive simulations <p class="p1"><em>Maximising the benefits of digital learning environments requires understanding how students process </em><em>what they are exposed to in these environments. Besides approaches based on examining information </em><em>processing within the cognitive domain, the importance of including emotions has been recently </em><em>addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive </em><em>simulation, with continuous measures of self-reported confidence and challenge. Interactions from </em><em>participants were recorded and two groups were created according to the exploration strategy used: </em><em>systematic or non-systematic. Visual exploration was also measured by eye tracking as well as </em><em>knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy </em><em>ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group </em><em>reported to be significantly less challenged and more confident about understanding the material. </em><em>These results emphasise the importance of student perceptions of their capabilities when learning in </em><em>flexible, less structured digital environments.</em></p> Amaël Arguel, Jason Lodge, Mariya Pachman, Paula De Barba Copyright (c) 2024 Amaël Arguel, Jason Lodge, Mariya Pachman, Paula De Barba Fri, 25 Nov 2016 00:00:00 +1100 Preliminary exploration of student use of Blackboard Collaborate in fully online courses <p>This paper explores how students use Blackboard Collaborate (i.e., Collaborate) in fully online courses. It is the initial collection of data for a two-phase stuidy exploring the 'how' and 'why' of integrating technology into fully online courses from the context of Collaborate. The findings report that despite anecdotal evidence suggesting a decline in student use of Collaborate, surveys results and usage exported from Collaborate via the learning management system (LMS) validate its continued inclusion in the design of fully online courses. Student benefits included interaction/connectedness, support for course content and assessment and the tool itself. Whilst areas in need of improvement were bound to technical issues and structure including purpose of the Collaborate session. Irrespective, the results favour the inclusion of Collaborate as a learning support tool in fully online courses.</p> Kelli Bodey, Vikki Ravaga, Sarah Sloan Copyright (c) 2024 Kelli Bodey, Vikki Ravaga, Sarah Sloan Fri, 25 Nov 2016 00:00:00 +1100 Engaging students in the use of technologies for assessment within Personal Learning Environments (PLEs) <p class="p1"><em>Higher education students use a wide range of information and communication technologies for </em><em>personal and study purposes, collectively known as a Personal Learning Environment (PLE). The </em><em>ways in which students use technologies to prepare and complete assessment tasks, however, has </em><em>not been researched as much as their general use of technology. This paper reports on the process </em><em>adopted to develop a research-informed framework to engage higher education students in the use </em><em>and evaluation of technologies for assessment purposes within their PLEs. The method used to </em><em>construct the framework is presented alongside recommendations for how the framework may be </em><em>used by lecturers and students.</em></p> David Bolton, Paula Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria Northcote Copyright (c) 2024 David Bolton, Paula Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria Northcote Fri, 25 Nov 2016 00:00:00 +1100 Digital equity and social justice: Whose reality? Reflections from South Africa <p>In this paper, the notion of social justice is premised on access to quality, affordable education and digital equity is understood as a leveller of society, a key stimulus for socio-economic growth and development, and a prerequisite for social justice. The ongoing global impetus towards increased digital access and the incremental uptake of ICTs into the traditional higher education space is not only reshaping our understanding of education globally, but it is also evidencing, through research and the benefits of time, a more sober and realistic portrayal of the affordances of digital access and technology in higher education. The emerging picture paints a cautionary tale, particularly in regard to the lived reality of digital equity and social justice in the developing world context. This paper takes the form of an exploratory study of limited scope, of the challenges around digital equity and social justice in distance education, from a developing world perspective. A counter narrative to the prevailing voices and hegemonies is offered to trouble some of the assumptions in dominant discourses, as motivation for a more realistic, contextualized and equitable appraisal of digital equity and social justice. The University of South Africa is used as a point of reference, given its status as the single dedicated comprehensive distance education institution in South and Southern Africa, the largest on the African continent and one of the world's mega institutions.&nbsp;</p> Jeanette Botha Copyright (c) 2024 Jeanette Botha Fri, 25 Nov 2016 00:00:00 +1100 A Strategic Response to MOOCs <p>This paper asks the question what role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? It describes the growth of MOOCs in Europe and reports on the Irish experience as a case study to discuss whether or not a more formal policy response is required to harness the potential of new models of open and online learning to promote wider access to higher education. Ireland is used to illustrate how different institutions have chosen to respond to MOOCs by tracing the history of several first generation initiatives. The response of government agencies and policy-makers is then discussed in the context of a number of high-level policy initiatives. Set against the backdrop of a lack of serious policy engagement in the development of MOOCs, the paper concludes by explaining why Dublin City University (DCU) has chosen to launch Ireland's Open Learniung Academy.&nbsp;</p> Mark Brown, Eamon Costello, Mairead Giolla-Mhichil Copyright (c) 2024 Mark Brown, Eamon Costello, Mairead Giolla-Mhichil Fri, 25 Nov 2016 00:00:00 +1100 Designing Virtual Reality Environments for Paramedic Education <p class="p1"><em>This paper outlines the first two stages of a design-based research project that aims to </em><em>develop more authentic critical care educational simulation experiences and learner-centred </em><em>pedagogies in paramedicine education. The first two stages involve the exploration of mobile </em><em>virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for </em><em>designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far </em><em>we have identified a set of design principles that will guide the implementation of the project. </em><em>These design principles will be modified in light of the subsequent project evaluation stages.</em></p> Thomas Cochrane, Stuart Cook, Stephen Aiello, Dave Harrison, Claudio Aguayo Copyright (c) 2024 Thomas Cochrane, Stuart Cook, Stephen Aiello, Dave Harrison, Claudio Aguayo Fri, 25 Nov 2016 00:00:00 +1100 Evaluating a Professional Development cMOOC <p class="p1"><em>This paper focuses upon the evaluation stages of the design and implementation of a </em><em>lecturer professional development cMOOC embedded within an educational design-based </em><em>research methodology. In the design and development stages the first iteration in 2015 of the </em><em>cMOOC informed the redesign of the second iteration in 2016. In this paper the overall impact of </em><em>the cMOOC is evaluated via evidence of active participation, a post-survey of the 2016 </em><em>participants, and evidence of impact through the development of participant eportfolios. Based </em><em>upon our experiences we propose a transferable and scalable lecturer professional development </em><em>framework that can be mapped to established teaching and learning accreditation pathways such </em><em>as CMALT.</em></p> Thomas Cochrane, Vickel Narayan Copyright (c) 2024 Thomas Cochrane, Vickel Narayan Fri, 25 Nov 2016 00:00:00 +1100 Content strategy <p>This paper proposes an industry paradigm, called content strategy, for identifying data that has yet to be explored in learning analytics: student engagement data with individual online learning resources in a particular week of a course. Industry examples (including and Buzzfeed) suggest that adopting a content strategy approach to course design could increase student engagement with learning resources, making them more likely to achieve learning outcomes. Furthermore, this paper argues that there is no time left for blindness to content strategy data. Given the online context of curriculum, universities need content strategy to better align themselves with the student of today's user-centred internet. Finally, this paper draws on a university case study to identify existing challenges with implementing content strategy at university, including the limited capabilities of university learning management systems, limited instructor knowledge and copyright issues.</p> Roger Dawkins Copyright (c) 2024 Roger Dawkins Fri, 25 Nov 2016 00:00:00 +1100 Determining the requirements for geographically extended learning (gxLearning) <p class="p1"><em>Blended learning, where face to face delivery is augmented with online components is used </em><em>widely in Tertiary Education Institutions. With emerging and maturing technology solutions there </em><em>is an opportunity to leverage them to provide alternative ways to facilitate pedagogically sound </em><em>student learning. In particular, students may not be able to physically attend the class. The </em><em>research presented in this paper considers how web conferencing technology, with appropriate </em><em>hardware and software can be used to integrate face-to-face and geographically separate students </em><em>(gxLearning), and describes three case studies in a variety of scenarios. The findings suggest the </em><em>technology needed, and describes some notable advantages such as the ability to record the </em><em>classes, as well as some significant issues, and will provide guidance to others considering using </em><em>this delivery mode.</em></p> Stephanie Day, Michael Verhaart Copyright (c) 2024 Stephanie Day, Michael Verhaart Fri, 25 Nov 2016 00:00:00 +1100 Learning gains in a flipped classroom to teach the principles of envenomation <p>Diagnosis and management of venomous bites and stings, particularly snakebite, is important for Australian clinicians. In 2015, a flipped classroom was trialled to teach the principles of envenomation to year 1 medical students in a MD program. A bespoke online resource was developed and then used by students to prepare for a face-to-face class tailored to their learning needs. Students reported positively about learning the principles of envenomation with the online resource and found it useful. Responses from students also indicated that the interactive class was beneficial to their learning, particularly the clinical application of envenomation. These findings were supported by comparisons of pre- and post-test scores that showed significant learning gains across eight questions. The study also provided some insights into students' perception of knowledge retention and why some students may prefer to prepare individually for content attainment.</p> Kristine Elliott, Kenneth Winkel Copyright (c) 2024 Kristine Elliott, Kenneth Winkel Fri, 25 Nov 2016 00:00:00 +1100 Exploring virtual world innovations and design through learner voices <p class="p1"><em>Student voice has played a big role in shaping the development and measure of success/failure of </em><em>virtual worlds in education. Data on past and ongoing educational uses and contexts of use of </em><em>virtual worlds and associated student feedback was gathered via a survey of educational </em><em>researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the </em><em>source of and context for student feedback. Ten major themes emerged from student voices that </em><em>highlight strengths and weakness and point the way forward for both educators and the students </em><em>themselves. Positive feedback highlighted experiences of both pedagogical design and the ability </em><em>of the technology to support it. Negative feedback revolved around technical problems, seen as </em><em>hampering the effectiveness of student learning experiences. Student voice regarding virtual </em><em>worlds is both positive and rewarding, and commending of staff who have dedicated their time </em><em>and effort to transform the learning experience.</em></p> Sue Gregory, Brent Gregory, Scott Grant, Marcus McDonald, Sasha Nikolic, Helen Farley, Judy O'Connell, Des Butler, Lisa Jacka, Jay Jay Jegathesan, Naomi McGrath, Amit Rudra, Frederick Stokes-Thompson, Suku Sukunesan, Jason Zagami, Jenny Sim, Stefan Schutt, Belma Gaukrodger, Merle Hearns, Leah Irving Copyright (c) 2024 Sue Gregory, Brent Gregory, Scott Grant, Marcus McDonald, Sasha Nikolic, Helen Farley, Judy O'Connell, Des Butler, Lisa Jacka, Jay Jay Jegathesan, Naomi McGrath, Amit Rudra, Frederick Stokes-Thompson, Suku Sukunesan, Jason Zagami, Jenny Sim, Stefan Schutt, Belma Gaukrodger, Merle Hearns, Leah Irving Fri, 25 Nov 2016 00:00:00 +1100 Proudly Pragmatic <p class="p1"><em>Students of today 'live' in a world shaped by the World Wide Web with its instant access to information and resources and range of technologies and social media . Following the university's digital strategy, this case study explores the choice of online learning tools that transformed its </em><em>previously face to face class teacher focused layout to an engaging digital format. This case study </em><em>outlines how the online tools and processes were chosen to meet the needs of the mature adult </em><em>learners who are completing subjects in the Masters of Project Management (MPM). The </em><em>curriculum transformation work required the development of digital learning resources, information </em><em>communication technologies and new teaching strategies, to provide a more digital and responsive </em><em>learning environment for students enrolled in the online course. The focus was on not only retaining </em><em>students, but also ensuring that we were using technology to creating value and relevancy to our </em><em>users.</em></p> Jacqueline Mary Jepson, Deb Moulton Copyright (c) 2024 Jacqueline Mary Jepson, Deb Moulton Fri, 25 Nov 2016 00:00:00 +1100 Deakin Hallmarks <p class="p1"><em>Graduates need to be able to articulate and evidence their capabilities in order to secure or create </em><em>opportunities for meaningful work (Oliver, 2013). Therefore, students should be made aware of </em><em>the capabilities required in the workplace and encouraged to actively integrate learning experience </em><em>from their coursework with learning and achievements from other aspects of their lives. However, </em><em>getting students to engage with graduate capabilities and think ahead about employment is a </em><em>challenge. Deakin Hallmarks are an extra-curricular work-integrated assessment strategy designed </em><em>to give students the opportunity to differentiate themselves to employers by recognising </em><em>outstanding achievement through digital credentials. Here we report on the design principles and </em><em>processes developed to ensure that they warrant meaningful achievement in the workplace; and </em><em>encourage students to become aware of the capabilities they will require specific to their intended </em><em>career.</em></p> Trina Jorre de St Jorre, Liz Johnson, Beverley Oliver Copyright (c) 2024 Trina Jorre de St Jorre, Liz Johnson, Beverley Oliver Fri, 25 Nov 2016 00:00:00 +1100 All roads lead to Rome <p class="p1"><em>Helping students to overcome misconceptions is a complex problem in digital learning </em><em>environments in which students need to monitor their own progress and self-regulate their own </em><em>learning. This is particularly so in flexible, discovery-based environments that have been criticised </em><em>for the lack of support and structure provided to students. Emerging evidence suggests that </em><em>discovery-based environments might be ineffective due to students becoming confused, frustrated </em><em>or bored. In the study reported here, we examined the affective experience of students as they </em><em>worked to overcome a common misconception in a discovery-based environment. While the </em><em>results suggest that students experience a range of emotions, they all successfully overcame their </em><em>initial misconception. Implications for the investigation of student affect in discovery-based </em><em>environments and the design of these environments are also discussed.</em></p> Gregor Kennedy, Jason Lodge Copyright (c) 2024 Gregor Kennedy, Jason Lodge Fri, 25 Nov 2016 00:00:00 +1100 Engineering professional identity practices <p>Collaborative learning and problem solving are important aspects of engineering professional practice that need to be addressed in preparing competent engineering graduates and forming their professional identities. Taking the learning as becoming a professional perspective, we illustrate the diversity of engineering practices in a collaborative decision-making episode, where students' participation in the activity is mediated by their use of web search. We present how our development of the implied identity approach could help to understand how technology mediates collaborative sense making in relation to professional practices and identities. We illustrate this by providing examples of ways in which students use web information to justify their decision making.</p> Maryam Khosronejad, Peter Reimann, Lina Markauskaite Copyright (c) 2024 Maryam Khosronejad, Peter Reimann, Lina Markauskaite Fri, 25 Nov 2016 00:00:00 +1100 Incorporating student-facing learning analytics into pedagogical practice <p class="p1"><em>Despite a narrative that sees Learning Analytics (LA) as a field that enhances student learning, </em><em>few student-facing solutions have been developed. A lack of tools enables a sophisticated student </em><em>focus, and it is difficult for educators to imagine how data can be used in authentic practice. This </em><em>is unfortunate, as LA has the potential to be a powerful tool for encouraging metacognition and </em><em>reflection. We propose a series of learning design patterns that will help people to incorporate LA </em><em>into their teaching protocols: do-analyse-change-reflect, active learning squared, and group </em><em>contribution. We discuss these learning design patterns with reference to a case study provided by </em><em>the Connected Learning Analytics (CLA) toolkit, demonstrating that student-facing learning </em><em>analytics is not just a future possibility, but an area that is ripe for further development.</em></p> Kirsty Kitto, Mandy Lupton, Kate Davis, Zak Waters Copyright (c) 2024 Kirsty Kitto, Mandy Lupton, Kate Davis, Zak Waters Fri, 25 Nov 2016 00:00:00 +1100 Professional identity and teachers' learning technology adoption <p>This paper reviews adopter-related antecedents of learning technology adoption by higher education teachers. We, drawing on findings from Management and Psychology, Computing, and Education, suggest an adopter-centered perspective on teachers' learning technology adoption and identify work-related, technology-related, and teaching-related antecedents, which reflect aspects of teachers' professional identity. We further argue that teachers' professional identity shapes their perception of innovation characteristics, which in turn affects learning technology adoption. The paper concludes by highlighting that future research and practice should explore aspects of professional identity in order to more fully explain learning technology adoption, and should facilitate the adoption process through addressing the reconstruction of professional identity.</p> Qian Liu, Susan Geertshuis Copyright (c) 2024 Qian Liu, Susan Geertshuis Fri, 25 Nov 2016 00:00:00 +1100 Cross-institutional collaboration to support student engagement <p class="p1"><em>Descriptions of cross-institutional, educational technology development initiatives that emphasise </em><em>what actually works in real-world classrooms are rare. In this paper, we describe a multiinstitution </em><em>collaboration that grew from grassroots classroom needs and proved resilient in the </em><em>face of institutional change. We explain how the initiative came about, how it survived </em><em>unanticipated change, and how it led to the development of a new open source learning analytics </em><em>tool for student engagement. We provide some reflections on the first pilot study of the tool and </em><em>describe future plans. The authors welcome new collaborators and invite interested readers to </em><em>evaluate and extend the tool for themselves.</em></p> Jenny McDonald, Danny Liu, Adon Moskal, Richard Zeng, Marion Blumenstein, Cathy Gunn, Steve Leichtweis, Abelardo Pardo Copyright (c) 2024 Jenny McDonald, Danny Liu, Adon Moskal, Richard Zeng, Marion Blumenstein, Cathy Gunn, Steve Leichtweis, Abelardo Pardo Fri, 25 Nov 2016 00:00:00 +1100 Building cognitive bridges in mathematics <p>Conceptual learning in mathematics can be made more accessible with mathscasts, which are dynamic, digitally recorded playbacks of worked examples and mathematical problem-solving on a computer screen, accompanied by audio narration. Mathscasts aim to enable students to develop deeper understanding of key foundational concepts in order to equip them to undertake degrees in Science, technology, engineering and mathematics (STEM). Previous research has indicated the success of maths screencasts to provide explanations of complex concepts and reinforcement of concepts previously learnt. The project presented here extends current research by demonstrating the value of visual, interactive screencasts for learning of mathematics, and investigates students' perceptions. A survey of students' use of screencasts identifies learners' usage patterns, the significance of offering mathematics support via mathscasts in flexible mode, and students' integration of mathscasts into their study strategies. The results show positive implications for the integration of multimodal learning resources in STEM environments.</p> Catherine McLoughlin, Birgit Loch Copyright (c) 2024 Catherine McLoughlin, Birgit Loch Fri, 25 Nov 2016 00:00:00 +1100 Evaluation of a learning outcomes taxonomy to support autonomous classification of instructional activities <p class="p1"><em>With an increased focus on assuring the quality of student achievement in higher education, there </em><em>is a commensurate need for tools to assist academics in understanding the nature of assessment </em><em>and how it can provide evidence of student learning outcomes. This paper describes research </em><em>conducted the Instructional Activity Matrix; a taxonomy that was developed as the basis of a </em><em>learning support tool, Maestro, that automatically analyses outcomes and assessment statements to </em><em>show the cognitive level and nature of knowledge inherent in them. Findings indicate that the </em><em>matrix is a valid tool for defining the nature of learning outcomes and had value in clarifying the </em><em>nature of assessment and outcomes. However, issues identified with the inherent ambiguity of </em><em>some instructional statements and their contextually-laden language provided insights into how </em><em>Maestro will need to be refined to provide appropriate support for teachers, with a range of </em><em>experience across multiple disciplines.</em></p> Mark McMahon, Michael Garrett Copyright (c) 2024 Mark McMahon, Michael Garrett Fri, 25 Nov 2016 00:00:00 +1100 Challenges implementing social constructivist learning approaches <p>Most medical professionals need to make meaning of clinical images collaboratively with colleagues. To develop this ability in our Health Sciences students, we designed a social constructivist learning activity where students jointly annotate clinical images via an in-house web application, Pictation. We conducted a case study with 85 third-year students using Pictation alongside lectures and tutorials. The learning activity was evaluated via a survey questionnaire, interviews, and observations. Three challenges in implementing a social constructivist learning activity were identified: student's inadequate prior knowledge; embarrassment in exposing inadequate understanding to peers; and need for certainty. These challenges pose particular dilemmas for teachers wanting to implement social constructivist learning because such learning approaches inherently imply that students: have incomplete prior knowledge; are willing to expose incomplete understanding to peers; and are comfortable with uncertainty. Our findings and recommendations can serve to guide teachers and academic developers in implementing social constructivist learning in realistic contexts.</p> Adon Moskal, Swee-Kin Loke, Noelyn Hung Copyright (c) 2024 Adon Moskal, Swee-Kin Loke, Noelyn Hung Fri, 25 Nov 2016 00:00:00 +1100 Mobile learning in the Asia-Pacific region: <p class="p1"><em>Higher education institutions and government departments in the Asia-Pacific region have </em><em>invested significantly in technological innovation to enhance educational delivery and </em><em>redress inequality in access to formal education. As a result of the fast-paced growth of </em><em>mobile adoption and mobile internet access in these regions, universities are able to </em><em>leverage the affordances of mobile devices to offer greater flexibility to students. Despite </em><em>the emphasis on enhancing technological capacity, there remains significant challenges to </em><em>the effective adoption of strategies to integrate mobile technologies in learning and </em><em>teaching. This article briefly explores 12 projects undertaken at different universities across </em><em>nine countries. The projects were selected from 28 chapters submitted to an edited book on </em><em>supporting the implementation of sustainable mobile learning initiatives in the Asia-Pacific </em><em>region. The motivation and aims of each of the projects are compared and the primary </em><em>challenges are explored at four levels of institutional stakeholders.</em></p> Angela Murphy, Hazel Jones, Helen Farley Copyright (c) 2024 Angela Murphy, Hazel Jones, Helen Farley Fri, 25 Nov 2016 00:00:00 +1100 A blended learning model and a design model combine to support academics in pedagogical redesign of the curriculum <p>Mostly, blended learning is simply interpreted as the combination of face-to-face and computermediated learning (Graham, 2006). Unfortunately, this definition not only hides the complexity and transformative possibilities of blended learning, it can also leave the academic teaching developer without the detail and certainty they need to develop learning designs that address their institution's blended delivery expectations and meet their students' learning needs. Our approach to supporting academic change to blended learning addresses these uncertainties and places emphasis on the pedagogic strategies that guide student learning activity and drive the design of integrated learning experiences across learning environments. We present two models - a four phase blended learning model and a two-layer design model, and demonstrate how the properties of each combine to afford a blended learning design approach. Early indications of its effectiveness are promising and favourable responses to the model's simplicity and use indicate they may support teaching developers across other contexts.</p> Linda Pannan, Katherine Legge Copyright (c) 2024 Linda Pannan, Katherine Legge Fri, 25 Nov 2016 00:00:00 +1100 Developing low barrier courses using open textbooks <p class="p1"><em>Open Educational Resources (OER) have continued to gain significant global traction over the </em><em>last decade, with research claiming the transformative power of these resources for broadening </em><em>access and participation in Higher Education and driving new pedagogical approaches. In 2015, </em><em>the University of Southern Queensland funded four open textbook grants as a pilot project that </em><em>aimed to not only provide students with free and open learning materials, but also purposefully </em><em>support staff as open practitioners. As part of an institutional commitment to open education, this </em><em>project actively sought recommendations and strategies from the grant participants to mainstream </em><em>the creation, use, and reuse of openly-licenced resources within holistic course design to support </em><em>critical 21</em><span class="s1"><em>st </em></span><em>century literacies. A community of inquiry model was used as the mechanism to </em><em>support a discovery approach to the creation of open materials and qualitative participant data was </em><em>gathered at key milestones during the grant through semi-structured interviews.</em></p> Helen Partridge, Adrian Stagg, Emma Power Copyright (c) 2024 Helen Partridge, Adrian Stagg, Emma Power Fri, 25 Nov 2016 00:00:00 +1100 Multimodal feedback is not always clearer, more useful or satisfying <p class="p1"><em>Feedback comments on summative assessment tasks are an importnat part of students' learning </em><em>experience. Recently, researchers have noted that digitally recorded comments can be beneficial&nbsp;</em><em>for both students and educators. This paper compares the clarity, usefulness and satisfaction of </em><em>digitally recorded and text-based feedback comments produced by 14 tutors in a&nbsp; large Master's level</em><em> Education unit. A sample of 164 students completed the online survey. Initial analysis of the </em><em>data reveal mixed results. When secondary variables are accounted for and outliers discounted it is </em><em>revealed that digitally recorded multimodal feedback processes, in general, can be clearer, more </em><em>useful and more satisfying. However, it is also clear that using technology such as video is not a </em><em>silicon bullet to improving feedback. Several potential factors are identified and are&nbsp;</em><em>discussed in </em><em>terms of micro- and meso-level contextual conditions that need to be further researched.</em></p> Michael Phillips, Michael Henderson, Tracii Ryan Copyright (c) 2024 Michael Phillips, Michael Henderson, Tracii Ryan Fri, 25 Nov 2016 00:00:00 +1100 Visualising Individual Profiles and Grouping Conditions in Collaborative Learning Activities <p class="p1"><em>Collaborative learning has been shown to be conducive to better and deeper learning for particular </em><em>tasks, but is dependent on a number of factors, including how students are grouped together. We </em><em>are interested in finding out whether data captured from students working individually and/or </em><em>collaboratively can reveal useful information about the impact of the grouping conditions on </em><em>learning. We explore whether these findings can be detected early on (possibly, before students </em><em>start working in groups). If such information can be reliably captured, then it could be used to </em><em>drive group formation dynamically and at a large scale. This paper presents our initial visual </em><em>exploration with two case studies: one from a first-year programming course (N = 372) where </em><em>students alternately worked individually and in pairs; and another (N = 60) from a concept mapping </em><em>environment where students first worked individually and then in groups.</em></p> Augusto Dias Pereira dos Santos, Kalina Yacef, Roberto Martinez- Maldonado Copyright (c) 2024 Augusto Dias Pereira dos Santos, Kalina Yacef, Roberto Martinez- Maldonado Fri, 25 Nov 2016 00:00:00 +1100 Learners Multitasking (Task Switching) during a Virtual Classroom session <p class="p1"><em>The use of virtual classrooms (VC) in the Vocational Education and Training (VET) sector is </em><em>becoming increasingly popular due to the ability for learners from any location to access </em><em>education online in real time with a teacher, and to participate in an environment that simulates a </em><em>face to face classroom. However, a major area of concern that has emerged is the tendency for </em><em>learners to multitask (task switch) rather than remain attentive and focused on the content being </em><em>delivered. This paper reports on findings from a study which investigated whether learners are </em><em>task switching while participating in a VC and whether this affects the teaching and learning that </em><em>occurs.</em></p> Kerry Trabinger Copyright (c) 2024 Kerry Trabinger Fri, 25 Nov 2016 00:00:00 +1100 Applications of Automatic Writing Evaluation to Guide the Understanding of Learning and Teaching <p>This paper provides an overview of tools and approaches to Automated Writing Evaluation (AWE). It provides a summary of the two emerging disciplines in learning analytics then outlines two approaches used in text analytics. A number of tools currently available for AWE are discussed and the issues of validity and reliability of AWE tools examined. We then provide details of three areas where the future direction for AWE look promising and have been identified in the literature. These areas include opportunities for large-scale marking, their use in MOOCs and in formative feedback for students. We introduce a fourth opportunity previously not widely canvased; where learning analytics can be used to guide teachers' insights to provide assistance to students based on an analysis of the assignment corpus and to support moderation between markers. We conclude with brief details of a project exploring these insights being undertaken at an Australian institution.</p> Peter Vitartas, James Heath, Sarah Midford, Kok-Leong Ong, Damminda Alahakoon, Gillian Sullivan-Mort Copyright (c) 2024 Peter Vitartas, James Heath, Sarah Midford, Kok-Leong Ong, Damminda Alahakoon, Gillian Sullivan-Mort Fri, 25 Nov 2016 00:00:00 +1100 Technology choices to support international online collaboration <p>Postgraduate business students participated in an international, fully-online collaboration pilot, focused on cultural intelligence skills needed to successfully navigate the global business world. Student projects utilized a transferrable learning design, with a changeable central case study posing challenges around (in this case) managing cross-cultural teams. This paper focuses on the learning design and choice of technologies to facilitate online collaboration. The combination of using new technology, and quickly developing relationships with counterparts from across the world, proved challenging for both staff and students. However, students quickly adapted, and strategically used the technologies to efficiently collaborate, albeit in ways different to the project l;eader(s expectations. Overall, the project provided an opportunity for students to network with students from other countries on real-world issues, and gain familiarity with technologies used by multi-national corporations.</p> Debbi Weaver Copyright (c) 2024 Debbi Weaver Fri, 25 Nov 2016 00:00:00 +1100 Levelling the playing field <p>SkillBox, a curated, self-assessed, self-paced multimedia resource was developed for use by students as a way to increase their knowledge and confidence specific topics such as statistics, basic mathematics or referencing that are required in many tertiary subjects. A SkillBox uses adaptively scaffolded text, video and self-assessment quizzes, and is provided to students as an optional supplementary resource. We surveyed students and staff to evaluate the success of SkillBox across three teaching sessions. We found that engaging with SkillBox increased students' confidence attitude and knowledge in the topic area covered in that SkillBox, and that both students and staff found the addition of SkillBox useful and would recommend its use in other subjects. Although more research is needed, we suggest that a resource such as SkillBox can positively contribute not only to student knowledge and confidence in a range of topics, but also to equity, retention, engagement and academic performance in the subjects where a SkillBox is promoted.</p> Rachel Whitsed, Joanne Parker Copyright (c) 2024 Rachel Whitsed, Joanne Parker Fri, 25 Nov 2016 00:00:00 +1100 WIL-fully flipping online <p>Work integrated learning (WIL) is becoming an important focus in tertiary education as we attempt to prepare students with graduate attributes that are fit for the real world outside academia. Developing students' employability skills during their course of study is the focus of new purpose-created WIL programs. These may be delivered in face-to-face, blended or fully online modes. When online options are chosen as the mode of teaching, and as an alternative to instructivist approaches where material is provided in passive ways, how can the learning engage the students and provide active and connected learning opportunities? The pedagogical approaches, the chosen learning design and associated assessment tasks, all play a key role. This paper reports on the transformation of twin online WIL units at an Australian university through the adoption of a novel fully online flipped learning approach through a Science, Technology, Engineering and Mathematics (STEM) lens.</p> Julie Willems, Karen Young, Adam Cardilini, Simone Teychenne Copyright (c) 2024 Julie Willems, Karen Young, Adam Cardilini, Simone Teychenne Fri, 25 Nov 2016 00:00:00 +1100 Beyond Pokémon Go <p>The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) ???? how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokémon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.</p> Thomas Cochrane, Sarah Jones, Matthew Kearney, Helen Farley, Vickel Narayan Copyright (c) 2024 Thomas Cochrane, Sarah Jones, Matthew Kearney, Helen Farley, Vickel Narayan Wed, 29 May 2024 00:00:00 +1000 Learning Design Research in Action <p class="p1"><em>The new field of Learning Design is gaining traction in higher education, aiming to address a </em><em>number of challenges in technology enhanced learning and teaching. This symposium seeks to </em><em>build on the national Learning Design Research strengths and help highlight Australian Learning </em><em>Design theory and practice expertise. It also aims to further consolidate the Australian and </em><em>international Learning Design community. </em><em>The content of this submission directly addresses the following topics: An introduction of the </em><em>Learning Design Framework, Generic Templates, Teacher Design Thinking in Higher Education, </em><em>Connecting Connectivism and Learning Design, and Translating Learning Outcomes into </em><em>Learning Designs. The symposium will be divided into five topic-based presentations. The topic </em><em>discussions will be led by members of the Australian Learning Design network. Discussion will </em><em>be open and audience interaction will be encouraged.</em></p> Eva Dobozy, Leanne Cameron, Shirley Agostinho, Chris Campbell, Panos Vlachopoulos Copyright (c) 2024 Eva Dobozy, Leanne Cameron, Shirley Agostinho, Chris Campbell, Panos Vlachopoulos Wed, 29 May 2024 00:00:00 +1000 Moving forward with Digital Badges <p class="p1"><em>This symposium is based on a recently published edited volume 'Foundations of Digital Badges </em><em>and Micro-Credentials' which aims to provide insight into how digital badges may enhance </em><em>formal and informal education by focusing on technical design issues including organizational </em><em>requirements, instructional design, and deployment. All panel members are contributors to the </em><em>edited volume and will share their perspectives on (1) digital badges' impact on learning and </em><em>assessment, (2) digital badges within instructional design and technological frameworks, and (3) </em><em>the importance of stakeholders for the implementation of digital badges.</em></p> Dirk Ifenthaler, David Gibson, Melinda Lewis, Deborah West, Scott Beattie, Kathryn Coleman, Kim Flintoff, Leah Irving, Alison Lockley, Jason Lodge Copyright (c) 2024 Dirk Ifenthaler, David Gibson, Melinda Lewis, Deborah West, Scott Beattie, Kathryn Coleman, Kim Flintoff, Leah Irving, Alison Lockley, Jason Lodge Wed, 29 May 2024 00:00:00 +1000 The promise and pitfalls of social media use in Higher Education <p class="p1"><em>Social media is pervasive in all aspects of modern life, including health, education, parenting, </em><em>entertainment personal relationships and current affairs. In Higher Education however, social </em><em>media is becoming a site of tension between those pursuing connected and innovative educational </em><em>practice on one hand and an increasingly constrained policy environment reacting to reputational </em><em>damage resulting from subversive and risky online behaviour by students and staff on the other. </em><em>Social media has polarised academics, many of whom dismiss it as time-wasting and trivialising </em><em>academic work and others who embrace it as an open and evolving form of scholarship and </em><em>academic practice. Students engage with it for learning despite the expected norms of traditional </em><em>academic practice. This symposium will highlight and explore key issues dominating current </em><em>debates around the use and misuse of social media in Higher Education drawing on the wisdom of </em><em>the crowd to find solutions to such challenges.</em></p> Julie Willems, Chie Adachi, Trish McClusky, Iain Doherty, Francesca Bussey, Marcus O'Donnell, Henk Huijser Copyright (c) 2024 Julie Willems, Chie Adachi, Trish McClusky, Iain Doherty, Francesca Bussey, Marcus O'Donnell, Henk Huijser Wed, 29 May 2024 00:00:00 +1000 Open Education Licensing <p class="p1"><em>The adoption of open education resources (OER) by Australian higher education can enhance </em><em>innovation, as well as increase access to teaching and learning in the digital environment. But </em><em>without a clear understanding of the copyright and licensing challenges inherent in adoption of </em><em>OER, Australian educators will not be able to create education resources, or disseminate them </em><em>globally. This panel session will explore the potential impact of copyright and licensing decisions on Australia's creation and use of OER and their global reach. It will provide a forum to introduce </em><em>the audience to a new Open Education Licensing toolkit, developed by the Open Education </em><em>Licensing project; the project has been funded by the Australian Office for Learning and </em><em>Teaching. Panel members will deal with four main topics: copyright licensing in Australia, how </em><em>open licensing can transform education in Australia, the different ways copyright material can be </em><em>used, and the toolkit developed by the OEL project. Panel members will discuss the research and </em><em>development process underpinning the OEL toolkit and ask audience members to see the toolkit </em><em>interface and explore the benefits it can provide for their own activities.</em></p> Robin Wright, Luke Padgett, Derek Whitehead, Carina Bossu Copyright (c) 2024 Robin Wright, Luke Padgett, Derek Whitehead, Carina Bossu Wed, 29 May 2024 00:00:00 +1000 Open Education Licensing <p class="p1"><em>Open education will play an important role in digitally enabled learning for a global society. </em><em>Resources that are openly available for re-use and re-mix are an important part of digital literacy </em><em>and will be a key component in the online offerings of Australian higher education institutions in </em><em>the future. However, one of the most significant issues for educators moving into the open </em><em>environment is the need to understand those copyright and licensing decisions which must be </em><em>made in order to make resources open. The Open Education Licensing (OEL) project aims to </em><em>ensure that online material is available for re-use. It also aims to place open content into an </em><em>evolving knowledge ecosystem in Australian education. The OEL Toolkit will help Australian </em><em>educational developers make informed licensing decisions for use of their resources in the open </em><em>environment.</em></p> Robin Wright, Carina Bossu, Luke Padgett, Derek Whitehead, Tony Carew, Beale van der Veer Copyright (c) 2024 Robin Wright, Carina Bossu, Luke Padgett, Derek Whitehead, Tony Carew, Beale van der Veer Wed, 29 May 2024 00:00:00 +1000