Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (“me”) and collectively guide the institution (“us”)
Full paper
Maria Northcote
Avondale College of Higher Education
Kevin Gosselin
HonorHealth Research Institute, Arizona, USA
Peter Kilgour
Avondale College of Higher Education, NSW, Australia
Catherine McLoughlin
Australian Catholic University, ACT, Australia
Chris Boddey
Avondale College of Higher Education, NSW, Australia
Catch this session
Monday 4 December, 10.30am - 11am
Stream 2
Room R113
Abstract
As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).
About the authors
Maria Northcote
Associate Professor Maria Northcote is the Director of the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL) at Avondale College of Higher Education. She is an experienced higher education teacher, leader and researcher and is involved in undergraduate and postgraduate education, and professional development. Some of her research interests include threshold concepts, educational technology, online teaching and professional learning.
Kevin Gosselin
Kevin Gosselin holds a Ph.D. degree in educational psychology from Texas Tech University in Lubbock, TX in 2009. He has held academic appointments as adjunct faculty at Texas Tech University from 2008-2010, a lecturer at The University of Texas at Austin in 2010, and as Assistant Professor of Biostatistics at The University of Texas at Tyler from 2010-2013. In 2013, he was appointed as Assistant Dean for Research and Evidence Based-Practice and Associate Professor in the College of Nursing at Texas A&M Health Science Center. He is currently the Director of Academics and Biostatistics at HonorHealth Research Institute in Scottsdale, Arizona. His research involves distance education, faculty development, research methodology and applied performance psychology.
Peter Kilgour
Dr Peter Kilgour is the Director of the Christian Education Research Centre and a Senior Lecturer in the Faculty of Education, Business and Science at Avondale College of Higher Education. His research areas include teacher education, innovative learning and teaching, assessment in work integrated learning, cultural awareness and mathematics education. He is an educator of 35 years’ experience in four different countries. As a former secondary mathematics teacher, school principal, and school system CEO, he has a passion for innovative learning and has worked to implement this in the higher education setting, in online and on-campus modes. His current teaching responsibilities include multicultural education and professional development for pre-service teachers.
Catherine McLoughlin
Catherine McLoughlin is an Associate Professor with the Faculty of Education at the Australian Catholic University, Canberra. With over 30 years of experience in higher education in Europe, South East Asia, the Middle East, and Australia, she has experience and expertise in a variety of educational settings, with diverse students and across a wide range of cultural contexts. Catherine’s research focuses on e-learning, technology enabled pedagogy in higher education, curriculum design, and global trends in education and teacher professional development. Her current research interests include the use of social networking tools to support learning, networked learning in higher education and knowledge creation processes.
Chris Boddey
Chris Boddey provides eLearning support to teaching staff across the Avondale College of Higher Education campuses and lectures at the Avondale Business School. Chris has a professional background across primary, secondary and tertiary education in both Queensland and New South Wales. Chris has been involved in supporting educational technology innovation for over thirty years and has utilised his experience in education to capitalise on business opportunities in education throughout his career. He has operated a small business in the education sector for over fifteen years and has twenty years’ experience in school governance. Chris is keenly aware of the challenges associated with the changing face of twenty-first century education in a variety of educational settings. His research interests include: professional development curriculum design and delivery, facilitating authentic blended learning environments and addressing barriers to effective ICT integration in education.
Variations in coherence and engagement in students’ experience of blended learning
Full paper
Feifei Han
The University of Sydney
Robert Ellis
The University of Sydney
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 4
Room L209
Abstract
We report a study which examines variations in coherence and engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and actual engagement with the online learning activities are logically related at the variable level as shown by correlation analysis; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were coherent and integrated, they tended to be more engaged with the online learning and to perform relatively higher on the assessment tasks than students with negative perceptions. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table further revealed a logical relationship between the groupings of students based on the self-report and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement with the learning experience. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.
About the authors
Feifei Han
Feifei Han currently is an educational researcher at the University of Sydney. Her current research interests comprise of three broad themes: (1) language and literacy education; (2) teaching, learning, and educational technology in higher education, and (3) educational psychology.
Robert Ellis
Robert Ellis is an Associate Professor of Education at the University of Sydney. He has been a funded chief investigative researcher for the Australian Research Council since 2005. His current project is funded up until 2019 (with Goodyear and others). Robert’s research interests focus on the student and teaching experience of e-learning, quality and innovation in higher education and learning spaces. He is author of two books and more than eighty internationally refereed publications, mostly in journal articles. He is also a coordinating editor of the Springer Journal ‘Higher Education’, and co-editor of the new book series for Springer ‘Understanding Teaching and Learning practice’. The goal of his research and scholarship is to achieve meaningful social contributions through translational research outcomes.
Learning analytics: What's in it for me (the teacher) and us (myself and my students)?
Lightning round
Cathy Gunn
University of Auckland
@dr_cathy_gunn
Claire Donald
University of Auckland
Jenny McDonald
University of Auckland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 2
Room R113
Abstract
Like many emergent trends in learning technology the potential for learning analytics to benefit teaching and learning is being explored with promising results. However adoption is a slow process and the level of impact on practice is so far disappointing (O’Brien, 2016). Our research found that institutions, researchers and teachers have different perceptions and use different language to talk about learning analytics. We will briefly discuss why this lack of common discourse is a barrier to progress, and runs the risk of ending in more failed expectations such as those described in the annual Gartner Hype Cycle Reports .
In three short presentations, we will describe examples of learning analytics tools and strategies developed to promote their adoption in practice by teachers and learning designers. A guiding principle is to produce easy to use tools that teachers can use or adapt to their own practice (Datnow & Hubbard, 2016; Ferguson et al., 2016). The tools must also serve a useful purpose, e.g. by supporting common tasks or addressing common challenges, and aligning with familiar teaching and assessment cycles.
Links will be provided to the open source tools and creative commons licensed resources produced by a nationally funded learning analytics research project in New Zealand.
About the authors
Cathy Gunn
Cathy Gunn is an Associate Professor at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has been the Head of eLearning, Deputy Director, Acting Director and Principal Researcher, and produced more than 130 scholarly publications. She is an experienced learning technology researcher and an active contributor to international networks. She is a former President and life member of Ascilite.
Claire Donald
Claire Donald is a lecturer and learning designer at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has 25 years’ experience as a learning designer and researcher in higher education, specifically in the fields of science and engineering education, MOOCs, teacher beliefs, learning analytics and learning design.
Jenny McDonald
Jenny McDonald is an independent researcher and a Research Associate at the Centre for Learning and Research (CLeaR), University of Auckland. Jenny has particular research interests in natural language processing techniques for formative feedback and learning analytics but she is broadly interested in the applications
Technology enhanced academic development: Exploring approaches for professional learning in higher education
Open fishbowl
Katharina Freund
Australian National University
@katiedigc
Sarah Thorneycroft
University of New England
@sthcrft
Emily Rutherford
University of Canberra
@tinselturtle
David Bruce Porter
University of Wollongong
Carole Hunter
Charles Sturt University
Catch this session
Monday 4 December, 3.30pm - 4.30pm
Stream 2
Room R113
Abstract
As universities move towards new methods of delivery for their teaching, academic development in higher education still relies heavily on face-to-face contact (Thorneycroft & Landrigan, 2014; Cochrane & Narayan, 2016). This fishbowl session will explore how technologies can facilitate new methods and paradigms for designing and delivering professional development. The combined pressures of increasing academic workloads and changing teaching methods make timely professional development essential and challenging (Gregory & Lodge, 2015). We will discuss the complexities and challenges of delivering effective staff professional development in this environment, and consider new solutions and opportunities using technologies. This session examines the issue of faculty professional development and how tools and technological innovations can inform and support effective practice.
The fishbowl participants represent a range of contexts in Australian higher education and will debate issues in professional development including:
Working with the limitations of staff time
Affordances and challenges for different modes of delivery, including face-to-face, self-paced, and synchronous online delivery
Working in partnership with faculty, central teams, and support teams
Options for encouraging, recognising, and incentivizing participation
Methods for recognition or credentialing professional development
Innovative and creative approaches to professional development
This session will present a realistic and research-informed view on the complexities of providing academic development in universities and will be of interest to educational designers, academic developers, academics, academic librarians, managers, and strategic leaders.
About the authors
Katharina Freund
Dr. Katharina Freund is a Senior Learning Designer at the Australian National University. She coordinates training and academic development on education technology, and leads educational design projects for ANU Online. Katharina completed her PhD in 2012 from the University of Wollongong on digital remix videos, fan practices, and online communities, and is a researcher on education technology and digital communication.
Sarah Thorneycroft
Sarah Thorneycroft is a Learning Designer at the University of New England. Her educational background is wide-ranging, including academic development, teacher professional development and primary and secondary teaching. She works extensively in the development of online teaching and learning, and researches in the fields of digital scholarship, practice-led innovation in teaching & learning, games-based learning and professional development.
Emily Rutherford
Emily Rutherford is an Educational Designer at the University of Canberra. She works in partnership with the academic staff from the Faculty of Business, Governance and Law on staff development projects, teaching strategies and innovation, as well as University-wide learning and teaching projects.
David Bruce Porter
Dr David Bruce Porter is Manager: Educational Technology in the University of Wollongong Faculty of Science, Medicine, & Health. David leads of team of technology-enhanced learning specialists to support and empower academics to use technology to innovate and transform student learning. David’s interests include educational technology leadership, academic support and development, and educational design.
Carole Hunter
Carole Hunter is a Lecturer in Online and Blended Learning in the Faculty of Business, Justice and Behavioural Sciences at Charles Sturt University. She currently leads a team of Educational Designers in a large scale initiative to foster innovation and enhanced online learning across the Faculty. She has over 20 years experience as a teacher, writer and learning designer in four countries. Her current research interests focus on humanising approaches to the leadership and management of large scale online design initiatives and academic development.
Transforming exams: How IT works for BYOD e-exams
Concise paper
Mathew Hillier
Monash University
@mathewhillier
Andrew Fluck
University of Tasmania
@AndrewFluck
Catch this session
Monday 4 December, 2.10pm - 2.30pm
Stream 4
Room L209
Abstract
This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project (transformingexams.com). The context for the use of our e-Exam solution is the supervised space of the exam room. A key element of the work is to enable authentic forms of assessment. To this end we have designed the solution to allow complex constructed problems that can be addressed using a range of contemporary 'e-tools of the trade'. The system works with BYOD where students boot their own laptop using a specially crafted USB stick that contains a standardised operating system and a suite of applications. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices.
The paper provides technical details of both the e-Exam USBs used for the student test environment and newly developed tools used to streamline the deployment of exam data and retrieval of student responses. A phased strategy is outlined for moving from paper based exams via paper-equivalent e-exams through to post-paper exams involving multimedia, a range of software applications, quiz engine and then onto whitelisted network resources and fully logged Internet access enabled during an exam. The roles of groups (Us-s) and individuals (Me-s) within the process of running an e-exam are outlined by comparing current paper-based exam workflows and that of e-exams to provide a richer description of the approach.
About the authors
Mathew Hillier
Dr Mathew Hillier is a Senior Lecturer in the Office of Learning and Teaching at Monash University. Mathew is one of two co-leaders of the ASCILITE SIG for 'e-Assessment' and in this capacity is a co-host of the Transforming Assessment webinar series along with Prof Geoffrey Crisp.
He specialises in e-assessment and e-exams and teaches into the academic staff development program at Monash University leading the 'technology and space' theme. He has previously taught into Business, Information systems, Engineering and Arts programs at several universities in Australia, Singapore and Hong Kong. Mathew is currently the leader of the 'Transforming Exams' project developing a toolset for authentic, computerised, high-stakes assessment (e-Exams). The project covers 10 university partners and is funded by a half-million dollar Australian government grant. He is also leading the development of a multi-language computerised exam platform for use in national professional translator accreditation. More about Mathew at http://ta.vu/mathewhillier
Andrew Fluck
Dr Andrew Fluck is a Senior Lecturer in Information Technology in the Faculty of Education at University of Tasmania.
Dr. Fluck trained as a teacher in Bristol, England. He has taught science, mathematics and computing in Nigeria, England and Australia. His numerous publications reflect his research interests in the transformational potential of computers in education. He was a co-author of the government report 'Making Better Connections' and the book 'Seven steps to ICT integration'. His funded research investigates the use of computers to teach integral calculus and quantum mechanics in primary schools; and eExaminations, where students take their own computers into the exam hall. He is a past secretary of the Australian Council for Computers in Education (ACCE) and is now the chair of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. Andrew is also an avid longbow archer and continental archery judge. Andrew's website http://Andrew.Fluck.id.au
Understanding students’ views on feedback to inform the development of technology-supported feedback systems
Concise paper
Linda Corrin
University of Melbourne
@lindacorrin
Paula de Barba
University of Melbourne
@paula_barba
Catch this session
Monday 4 December, 2.10pm - 2.30pm
Stream 3
Room L206
Abstract
In an increasingly expanding higher education system, students have routinely said that they don’t get enough access to feedback to support their learning. While this feedback loop is recognised as a critical issue, the growing use of technology as part of teaching and learning could provide some solutions to this problem. The emergence of the field of learning analytics has the potential to provide mechanisms for reducing some of the concerns students have about receiving feedback. However, a greater understanding of how learning analytics can be used to provide meaningful assessment feedback to students is needed.
This paper presents the initial findings from a study that investigated students’ preferences for the delivery of assessment feedback to improve their learning. The findings show that there is a diversity of student perspectives on what feedback is most useful for their learning which is influenced by the type of assessment, the discipline in which the assessment takes place, the year level of the student and the ability to compare performance to others. The outcomes of this study provide evidence of what students want when it comes to analytics-based feedback which can be used to inform the development of guidelines for how such feedback can be designed and delivered in higher education.
About the authors
Linda Corrin
Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students' engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.
Paula de Barba
Paula de Barba is a Research Fellow in Higher Education with the Melbourne Centre for the Study of Higher Education at The University of Melbourne. Her current research is in the areas of educational psychology and educational technology. Paula is interested on how students' cognition and emotions influence their learning, and how technology can support and promote learning. Constructs investigated include self-regulated learning, achievement motivation, interest, and feedback.
Using an e-authoring tool (H5P) to support blended learning: Librarians’ experience
Concise paper
Sarika Singh
Victoria University
Kirstin Scholz
Victoria University
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 2
Room R113
Abstract
With an increasing emphasis on blended learning at Victoria University (VU), all the units are to be redesigned and delivered in a blended approach by the end of 2020. This presentation will outline VU librarians’ experience in the use of an open source e-authoring tool (H5P) to support the University’s blended learning strategy. We will discuss using the H5P tool to enhance library instructional videos and create interactive learning objects to support a specific unit. By using these enhanced resources, students are actively engaged with the content and can easily revisit and review at any time and are able to complete self-assessment activities at their own pace and receive immediate feedback on their performance.
Furthermore, this presentation will showcase various H5P learning objects created by Librarians that are reusable and shared with all VU staff, who can access from the learning objects library in VU’s learning management system (VU Collaborate). Instead of duplicating learning resources, teaching staff and other librarians are able to save time through reusing the learning objects/activities. In addition, we will outline the data that were accessible through VU Collaborate and feedback received from the teaching staff. The benefits of the tool outweigh the limitations and future plans are suggested to continue utilising this tool for the University’s First Year Model.
About the authors
Sarika Singh
Sarika Singh is a Scholarly Information Services librarian at Victoria University, Melbourne. She has completed her librarianship through Charles Sturt University and currently doing her Graduate Certificate in Tertiary Education to further enhance her teaching and connect to the contemporary learning and teaching principles. She has been working in an academic library for the past 15 years in various roles and her current role is a liaison role providing high-level purposeful educational information support to the College of Sport & Exercise Science staff and students in a blended learning environment. She is leading the way at her library when it comes to designing, creating online, educational library learning resources/objects for students. Currently, she is involved with creating various learning objects in particular, videos and making those videos interactive using the H5P tool to support the University’s blended learning strategy.
Kirstin Scholz
Kirstin Scholz has been working as a librarian for a little over 4 years with experience in both the TAFE and University sectors. She currently works at Victoria University, Melbourne as the Scholarly Information Services librarian supporting the students and staff in the College of Health and Biomedicine. As a key part of her role, Kirstin plans, designs and delivers essential library research skills classes for the blended learning environment. Kirstin has just completed her Masters in Information Management and has an undergraduate degree in marketing and communications as well as a Graduate Diploma of Education (Primary). She previously worked in Business Development and Marketing roles in the corporate sector.
Visualising mixed reality simulation for multiple users
Concise paper
Michael Cowling
CQUniversity Australia
@macowling
James Birt
Bond University
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 1
Room H102
Abstract
Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach.
About the authors
Michael Cowling
Dr Michael Cowling is an information technologist with a keen interest in educational technology and technology ubiquity in the digital age, and a Senior Lecturer in the School of Engineering & Technology at CQUniversity Australia. He is currently a partner in an OLT Innovation and Development grant and is the recipient of 3 CQUniversity Learning and Teaching grants for teaching technology. He is a recipient of an Australian Government Citation for Outstanding Contribution to Student Learning, and a three-time recipient of a CQUniversity Learning & Teaching Award.
Dr Cowling has a passion for the practical application of technology in the classroom, focusing on how technology can be weaved into the pedagogy of a classroom setting, rather than bolted on to the side. Living by the mantra “pedagogy before technology”, Michael helps teachers and academics to innovate with technology, leveraging it as a tool to improve the overall education process.
James Birt
James is an Assistant Professor of Interactive Media and Design in the Faculty of Society and Design at Bond University, where he runs the Mixed Reality Research Lab (www.mixedrealityresearch.com). His research spans computer science and visual arts, with an emphasis on applied design and development of interactive mixed reality (virtual reality, augmented reality, 3d printing, mobile) experiences assisting learning, skills acquisition and knowledge discovery. The distinctive contribution James brings to education scholarship is in digital media teaching and learning, where he received a 2014 Australian Office of Learning and Teaching citation for outstanding contributions to student learning. James utilises novel pedagogical approaches, curriculum and resources to balance the science and art predilections of his students, whilst supporting them with learning how to learn. His service to the university and wider community has formed around his experience in emerging technology, teaching and learning, where he takes an active role in supporting learners and peers through mentorship, presentations and expert judging.
Evaluating the sustainability of tablet devices in blended learning
Full paper
Cynthia Nicholas Palikat
The University of Melbourne
Paul Gruba
The University of Melbourne
Catch this session
Monday 4 December, 10.30am - 11am
Stream 4
Room L209
Abstract
Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a ‘weak argument’ for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.
About the authors
Cynthia Nicholas Palikat
Cynthia Nicholas Palikat is a Ph.D. candidate in the School of Languages and Linguistics, The University of Melbourne. Her current research focuses on issues surrounding the sustainability of blended learning in the context of higher education. Her other research interests include educational technology, and language program evaluation.
Paul Gruba
Originally trained as a journalist, Paul Gruba has devoted much of his academic career on digital media literacies, blended learning and language assessment. His current work focuses on multimodal second language listening and language program evaluation.
Competence-based assessment and digital badging as guidance in vocational teacher education
Full paper
Sanna Brauer
University of Lapland
@sannabrauer
Pirkko Siklander
University of Oulu
@pirkkosiklander
Catch this session
Monday 4 December, 10.30am - 11am
Stream 3
Room L206
Abstract
Digital pedagogy means applying new technologies to teaching and learning in online, hybrid and face-to-face learning environments. Digital open badges, a set of micro-credentials, support equal and egalitarian competence-based assessment models. Criterion-based digital badging combined with gamification promise learning solutions that have the potential to improve learning outcomes substantially. The aim of this study is to investigate how a competence-based assessment process in an open badge management system enhances learning and guides students to improved learning outcomes. The theoretical framework is focused on concepts of gamification and instructional badging.
Data were collected in 2016 from group interviews (n=6) of trained Finnish professional teachers (n=17) along with students in vocational teacher education (n=12) who earned 645 badges over one year in the Professional Development (PD) program, Learning Online.
Inductive thematic analysis revealed several significant features of competence-based assessment and badge management, which reflected the students' individual experiences of the optimal form and frequency of assessments, feedback, guidance and advice. The preliminary results of this study emphasise the importance of open study groups and the option of joining and leaving the learning network freely. Shared expertise and shared learning experiences increase cohesion within freely formed study groups. The results of this study show the challenges and opportunities involved in badge management from the perspective of digital guidance and gamification, providing additional insight into the design and development of badge-driven learning in the future. This paper suggests that researchers should consider using a badge management application as an environment to guide badge-driven learning.
About the authors
Sanna Brauer
Ms Sanna Brauer (PhD Researcher, Senior Lecturer) works in Oulu University of Applied Sciences, School of Vocational Teacher Education. Her expertise is in competence-based teacher education and gamified learning solutions. She is a passionate developer and at home with early adopters. She has developed teaching and learning processes and online environments for several institutions and degrees. Her doctoral dissertation deals with gamified professional development program for vocational teachers, aiming to enhance learning outcomes based on digital badging. Earlier, she has co-ordinated development of vocational education and learning environments for the National Board of Education in Finland. (home page: https://www.linkedin.com/in/sannabrauer/)
Pirkko Siklander
Ms Pirkko Siklander (PhD, Docent, University Researcher) works in the University of Oulu, in the LET (Learning, Education and Technology) research team. Her expertise is in technology-enhanced and collaborative learning and teaching in different age groups, and teacher education programmes. She runs international LET Master’s Degree Programme. In addition, she has developed teaching and learning processes, where playfulness and creative collaboration are employed and studied. Her doctoral dissertation deals with affordances of playful learning environment. Earlier, she worked as an Associate Professor in collaborative learning and diverse learning environments in the University of Lapland. (home page: https://pirkkohyvonen.wordpress.com/