Mobile, openness and badges: Challenges in developing an online study portal

Poster 21

Diana Taylor
Curtin University

Madelon Heperi
Curtin Univeristy

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Tuesday 5 December 3pm - 3.45pm
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Abstract

A project entitled Global Perspectives was awarded a small grant for the development of an online study portal aimed at supporting students’ transition to studying science at university and throughout their first year of study. The main characteristics of this resource was for it to be open to anyone, be mobile compatible and allow for the achievement of badges. The authoring tool and hosting platform were considered integral to achieving these goals. After an evaluation of tools and platforms, the project team persevered despite unforeseen technological challenges. Through the adoption of an agile project management approach and creative programming, the challenges were overcome at the compromise of openness.

About the authors

Diana Taylor

Diana has worked within higher education since 2008 designing and facilitating professional learning for academic staff in the area of educational technologies and new pedagogies. She is experienced in project management, resource development and mentoring academics in becoming early adopters of innovative educational technologies through action research projects.

Madelon Heperi

Madelon has over 22 year’s experience in the field of multimedia, graphic design and web development, with the majority of these years spent in Higher Education focusing on learning media resources. Her projects include simulations, games, animations and interactive learning objects, which are SCORM (Sharable Content Object) compliant to integrate with the Learning Management System (LMS) Blackboard. Madelon is dedicated to developing resources that are scalable, sustainable, mobile friendly and most importantly engaging.


VU Scout: Creative engagement through real-world, student-led design

Poster 20

Lindsay Rattray
Victoria University
@classwired

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Tuesday 5 December 3pm - 3.45pm
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Abstract

The increased focus on student engagement across the higher education sector requires new approaches. Our student engagement app, VU Scout was made by partnering with students in a lean approach to

  • Ideation
  • Design
  • Creation and development
  • Broader organisational integration

This is an example of such a new approach. Of course, student-led student engagement is not new: student clubs, societies, and magazines have existed for years. However, empowering student-designers with the time, space, and resources to design new, relevant, and technological ways to engage each other is novel, and proving to be efficacious. One of our presenters is the student lead and producer of the app.

One important feature of this success is that VU Scout is real: it has real users and it requires real organisational support in order to continue. More importantly, however, the app has succeeded because of its compelling and locally-relevant combination of features:

  • Augmented Reality, enabling students to digitally decorate the campus, and take selfies amongst that work
  • Location-based experiences, allowing students to check in and play different games or get location-specific information about services
  • Gamified community, encouraging students to have face-to-face conversations to engage the social features of the app
  • Incentivised engagement, based around a points and prizes system where activity in the app generates points, increasing chances to win prizes given in-kind by local businesses

Outcomes have been strong and all targets have been exceeded. We now plan to expand the student-team and enable more cross-disciplinary work on this real, live student engagement app.

About the authors

Lindsay Rattray

Lindsay Rattray is the Blended Learning Coordinator for the College of Business at Victoria University. Building on a career and studies in fields including EdTech Design, English Language Teaching, Computer Science, and History, his work is about maximising the effectiveness of teachers and students through the use of technologies.


Using live case teaching to transform student learning

Poster 18

Sonia Dickinson-Delaporte
Curtin University

Gayle Kerr
Queensland University of Technology

Aneeshta Gunness
Curtin University

Eva Dobozy
Curtin University

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Tuesday 5 December 3pm - 3.45pm
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Abstract

This digital poster documents the application of case-based learning in a higher education business context, providing a case study of how live case learning impacts student engagement. Live cases are characterised by interactivity, real and variable situations, and ill-structured problems that are changing minute by minute enabled through real world technology. We share our findings regarding student engagement. Evidence from 174 learners indicates that live case learning design is valuable, with high levels of intrinsic and tactical engagement apparent.

About the authors

Sonia Dickinson-Delaporte

Sonia Dickinson is an Associate Professor in the School of Marketing, Curtin University, Western Australia. Sonia’s leadership in learning and teaching innovation is also demonstrated by her use of technologies to improve the student experience, learning outcomes and employability. Sonia was instrumental in the planning and development of the world class learning space, The Agency that has provided unequivocal experiential learning opportunities for students, as well as opportunities for work integrated learning and industry connectedness. Sonia is also the author of a book chapter on Learning Designs in Higher Education, and has presented at international education conferences.

Gayle Kerr

Professor Gayle Kerr is the author of Australia’s top advertising textbook, and has published in the Journal of Marketing Education and is on the Review Board of the Journal of Advertising Education. She is the first non-US winner of the American Academy of Advertising Education Award (2012), and recipient of QUT Vice-Chancellor’s Excellence Award (2012), National Citation for Outstanding Contribution to Student Learning (2013). She was elected to the Executive of the American Academy of Advertising 2013-2015 and ANZAA from 2007- present.

Aneeshta Gunness

Dr Aneeshta Gunness is a Lecturer at Curtin University. Aneeshta teaches marketing and is currently leading the project for Distributed Learning for Retail Marketing and Distribution. She is the recipient of a faculty teaching award and was a finalist for the Cengage Pride/Ferrell Innovative Teacher competition. She has presented at local an international education conferences.

Eva Dobozy

Associate Professor Eva Dobozy is the Deputy Dean of Learning and Teaching, at Curtin Business School. She is the recipient of University and Faculty Teaching and Learning Awards, and an Outstanding Professional Service Award conferred by the Professional Teaching Council of Western Australia. She is the author of numerous book chapters in higher education, and has extensive publications in Tier 1 ERA ranked education journals.


Tools for flipped classroom

Poster

Ildiko Volcz
UTS:Insearch

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Tuesday 5 December 3pm - 3.45pm
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Abstract

This poster is based on the practical experience of implementing flipped classroom tools in a University Foundation subject: Digital Literacies. The subject incorporates blended learning elements and flipped classroom tools.

The practice of flipped classroom in this subject has four stages: preparation work prior to classes; concept checking to confirm understanding of topics in classes; deepening knowledge with teacher-led exercises and using self-reflection to internalise knowledge; and making relations to the students’ future occupation.

In the preparation stage students are required to learn basic concepts prior to classes. The content is delivered using two online tools: nearpod (www.nearpod.com) and edpuzzle (www.edpuzzle.com). The nearpod web app is designed to deliver self-paced content that includes interactive exercises like multiple choice questions, short answer questions, fill-in-the-blank activities. The Edpuzzle web app is used to create video-centred lessons that students can watch and engage with via multiple choice questions and short answer questions that are inserted into the video.

About the authors

Ildiko Volcz

Ildiko Volcz is a Subject Coordinator and Lecturer at the UTS:Foundation Studies course.

Prior to entering the field of education, she worked in the corporate world with innovative companies such as Walt Disney and Warner Bros. studios that inspired her to take an interest in technological inventions.

She has over 15 years of experience in the education sector; explored both the administrative and academic side of the field. She has extensive experience in working with staff, students and senior managers across numerous facets of teaching and learning development, curriculum design, innovation and change.

She has a passion for developing and implementing learning technologies and is at the forefront of applying the latest technological and pedagogical advancement in educational settings.


The non-recommended route worked out: A surprise learning outcome when implementing a new ePortfolio system

Poster 17

Samantha J McKenzie
The University of Queensland

Christine Slade
The University of Queensland

Jessica Tsai
University of Queensland

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Tuesday 5 December 3pm - 3.45pm
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Abstract

Typically, the recommended path with technology and teaching is to determine the teaching and learning outcome, then determine what technology will help achieve this outcome. However, we will present an example of how implementing a new technology, an ePortfolio system (IT) chosen for other reasons, has helped facilitate conversations with multiple stakeholders: program directors, academics, placement supervisors, teaching and learning chairs and the university’s learning and teaching unit, to name a few. Rather than individuals working in isolation within their own courses (Me), the stakeholders formed a more cohesive Us working together to take a holistic view of the degree for a more consistent student learning experience.

About the authors

Samantha J McKenzie

Dr Sam McKenzie has been working in Higher Education for 13 years. For the last 8, she has been at The University of Queensland. Her roles at UQ have included teaching biostatistics as an Academic in the School of Public Health and as a Professional staff member as a Learning Designer and Project Manager in the Institute for Teaching and Learning Innovation (ITaLI).

As part of her role in ITaLI (pronounced like Italy), she works with the ePortfolio Project, Entrepreneurship and Innovation and Teaching Space Management on the refurbishment and development of teaching and learning spaces in amongst other cool teaching and technology projects.

Christine Salde

Dr Christine Slade is a Lecturer in Higher Education in the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. As part of her work, Christine is the Learning Advisor for their ePortfolio project, particularly focusing on pedagogical outcomes for students. Prior to this work, in her role as the Academic Developer (ePortfolios) at the University of the Sunshine Coast, she was responsible for the university-wide ePortfolio implementation (2014-2015), which was preceded by an Early Adopter Phase (2013) and an ePortfolio Feasibility Study (2012). In 2015, Christine was a recipient of a prestigious national Platinum LearnX Impact Award in recognition of this work and also received a commendation for excellence in innovation in the 2015 ATEM/Campus Review Best Practice Awards in Tertiary Education Management. Christine's work is highly regarded in the international ePortfolio community and she has published widely in the sector.

Jessica Tsai

Ms Jessica Tsai is the eLearning Coordinator in Faculty of Health and Behavioural Sciences at the University of Queensland (UQ), supporting its six schools in the development, implementation and evaluation of online resources and to enhance teaching and student learning initiatives. The Faculty of Health and Behavioural Sciences has long incorporated Work Integrated Learning (WIL) as a fundamental component in its school programs and the faculty is leading the project to investigate a sustainable ePortfolio solution for UQ. As the Faculty eLearning Coordinator, Jessica has been involved in the ePortfolio project from initiation, to user needs analysis, product research, proof-of-concept and to the current pilot phase. She was responsible for collating the WIL requirements of each of the schools, consulting with stakeholders across all 25 disciplines that are part of the project, as well as synthesising all requirements to determine functional criteria for product selection.


The Me, Us and IT of webinars for an ASCILITE SIG

Poster 16

Mathew Hillier
Monash University
@mathewhillier

Geoffrey Crisp
University of New South Wales
@gcrisp01

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Tuesday 5 December 3pm - 3.45pm
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Abstract

Transforming Assessment, now the ASCILITE e-Assessment SIG, is in its eighth year. Following our 80th webinar we reflect on what has sustained the webinar series and provide guidance for running successful webinars. This update, extending from our 50th session (Crisp & Hillier 2013), comes at a time when ASCILITE SIGS are gaining momentum and looking to run their own webinars.

This digital poster presents three perspectives inspired by Harold Linstone's Technical, Organisational and Personal (e.g. Linstone 1999), fitting well with the conference theme of Me, Us and IT. We cover the status of our SIG membership (Us) and patterns of engagement, the approach taken by the hosts and speakers (the Me-s) and an overview of the management and technology used to sustain and run the sessions (IT).

Monthly webinar notices on a range of assessment topics are a regular feature in the inboxes of over 2270 'Transforming Assessment' update members from over 600 organisations in 69 countries and regions. People are motivated to be involved and return by the convenience of being globally connected from the comfort of their office, able to tap into the latest happenings and bench mark their assessment practice internationally in a way that is also time efficient (Hillier & Sheppard 2015). Technology underpins the connectivity between individuals and provides the virtual space where the group meets each month. Management processes and timelines leading to each session are designed to enhance the quality of the experience for both participants and speakers. Find us at TransformingAssessment.com

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.

Geoffrey Crisp

Professor Geoffrey Crisp is Pro-Vice Chancellor (Education) at UNSW. He has portfolio responsibility for providing leadership in the development and implementation of strategic initiatives in learning and teaching. Geoff works in partnership with faculties, schools, divisions and student groups to drive enhancements to the student experience, educational and career outcomes via the enhancement of approaches to curriculum design and delivery, the effective use of online technologies, the design and management of effective learning environments for students and the development and renewal of academic policies and quality assurance processes. Geoff has held Australian Learning and Teaching Council Fellowships in 2006 and 2009, the latter where the Transforming Assessment webinars begun. Professor Crisp is a HERDSA Fellow and a Principal Fellow of the Higher Education Academy. More about Geoff.


The cARdiac ECG augmented reality application: Using it to engage and enhance student understanding

Poster 15

Colin Warren
School of Medicine, Deakin University
@colwar

Peter Bright
School of Medicine, Deakin University
@pbright

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Tuesday 5 December 3pm - 3.45pm
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Abstract

There are many textbooks and online resources on Electrocardiography (ECG) and health professional students spend many hours in lectures and tutorials learning about ECG. However medical students do not feel confident, and are often not competent, in their interpretation of ECG - as demonstrated by educational literature, student results in skills-based assessment, and our own experience. Therefore, a new method of enhancing their learning and understanding was clearly warranted to improve student confidence and competence in this field. Electrocardiography was singled out to be the focus of this project, in part due to poor student competence in this area, but also as the ECG is one of the cheapest, fastest and most widely used investigations in emergency medicine. The ECG is one of the main investigations used to detect critical heart events including heart attacks and dangerous heart rhythm abnormalities, both of which require urgent treatment to prevent serious illness and save lives. Augmented reality was recognised as a technology that could present healthcare students with a way to integrate, and overlay, a 2D ECG trace with a 3D model of the heart to help their understanding of the relationship between the two. A mobile application was developed so that students would be able to learn about this complex process and assess their understandings through using the app. Emerging technologies can add to student learning when designed and implemented in response to curriculum needs, and provides potential for student learning to be more engaging and lead to improved clinical outcomes.

About the authors

Colin Warren

Colin is an educator who has worked across various disciplines at Deakin University for over 20 years in several roles including teaching, research, and administration. He has worked as a senior lecturer in the School of Medicine since 2012, and manages the eLearning team that supports the use of technology in the various degree programs of the School. He was involved in the development of the initial 'ECG of the Week’ resource for the medical program, and the way it was delivered in the University learning management system. As member of the cARdiac ECG team he was involved in the initial development of the project scope, and the pedagogical design of the learn and assess modules of the app. Colin has actively contributed in all aspects of the app design, development, testing, implementation and evaluation.

Peter Bright

Peter is an IT professional and eLearning developer with a passion for the effective use of technology in education. Since joining the School of Medicine in 2010, he has devised and implemented numerous eLearning projects leveraging existing and emerging technologies and has presented at ASCILITE and THETA conferences. In 2015 he received the Vice-Chancellor’s Award for Teaching Excellence (Highly Commended) for “Developing innovative and contemporary eLearning and mobile solutions to support and enhance premium cloud and located learning.” Peter helped develop and refine the ‘ECG of the Week’ online resource, building the quizzes, applying conditional releases and providing reports. Recognising the importance of virtual, augmented and mixed reality to the future of teaching and learning, he also contributed to the development and quality assurance of the cARdiac ECG app through recommending features, prototyping animations, building user interface mock ups, testing and bug finding.


StudyWISE intensive: Designing and embedding an online module into an institution-wide strategy

Poster 14

Vanessa Todd
Macquarie University
@vtodd_edu

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Tuesday 5 December 3pm - 3.45pm
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Abstract

How to support (potentially) high numbers of students affected by a new academic progressions policy? And how could this fit into the wider ecology of support offered by the university? StudyWISE Intensive is an online module supporting students struggling in their studies, designed to revise key academic literacy skills and habits of mind. This poster showcases the pedagogical and UX design decisions used in this module to encourage user engagement and persistence. It further describes the wider ecology of institutional support and the ways in which StudyWISE Intensive has been embedded into the workflows and processes developed to support these students, in response to the new academic progression policy at a metropolitan Australian university.

About the authors

Vanessa Todd

As a member of the Learning Skills team at Macquarie University, Vanessa Todd designs, develops and delivers resources (stand-alone and embedded, online and face-to-face) around academic literacies. With a background in EAP, academic literacy and language testing, Vanessa is interested in learning design, user experience design, visualisation and games for learning in higher education. Her current focus is developing online resources supporting at-risk students.


Social innovation through mobile and game based learning

Poster

Paul Goldacre
Swinburne University
@dingodigital

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Tuesday 5 December 3pm - 3.45pm
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Abstract

It is estimated that the building industry contributes 30% to worldwide greenhouse gas emissions and consumes 40% of global energy. One player in this industry thought to have the potential to significantly reduce carbon emissions through their own actions and through their influence over consumer decision making is the building tradesperson. This project seeks to increase learner experience in the mobile space for tradespersons. The aim of this project is to influence the attitudes and behaviours of trade apprentices and through them, future consumers of home improvement and renovation products, using their preferred tool of the trade, the mobile device. From the results of an initial survey a pedagogically apposite app, incorporating peer to peer learning, gamification and social learning elements, designed to actively engage trade students with the curriculum within their workplace, will be developed. In line with this objective the mobile learning app will deliver a low carbon living module to the learner cohort. The project intends to gather empirical data on the learner experience at specific touch points during the mobile learner experience and measure knowledge and motivation through qualitative and quantitative data analysis. The project is supported by the Collaborative Research Centre for Low Carbon Living.

About the authors

Paul Goldacre

Paul Goldacre has a Masters degree in Design and is currently working at RMIT Online as a Senior Learning Designer whilst completing a PhD at Swinburne University.

Paul has worked as an industrial designer, graphic designer, exhibition designer and more recently has been focussed on educational design, working across five Australian universities. Paul’s range of skills encompass academic and pedagogical support, blended & e-learning development, educational technology, curriculum design, simulation scoping and mobile learning.

Paul’s PhD explores learning motivation, pedagogy and improving the learning experience through mobile, team and game based learning. The PhD project explores mobile learning as an enabler of social innovation, supported by the Collaborative Research Centre for Low Carbon Living.


SmartFarm Learning Hub: Next generation technologies for agricultural education

Poster 13

Sue Gregory
University of New England
@SueGregory

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Tuesday 5 December 3pm - 3.45pm
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Abstract

The Australian agricultural industry faces many workforce challenges including 1. a shortage of tertiary graduates to fill available positions and 2. employees possessing the knowledge and skills of how to use the latest agri-tech tools and systems. The SmartFarm Learning Hub (the Hub) project aims to increase the employability of tertiary agricultural students by preparing them with the skills and knowledge for a successful career in an increasingly complex and highly technical industry. The Hub is a collaboration between seven universities, both here in Australia and the USA. Each participating university will produce a learning module focused on inputting genuine farm data into a Real Industry Technology Learning System (RITLS) which will be placed on the Hub web site allowing students across the world to access and analyse data and outline the subsequent management decisions they would make to increase on-farm profitability, productivity and sustainability.

Each of the modules will be evaluated as part of an action research cycle with the feedback received utilised to improve them for future student cohorts. Preliminary results show that the project is achieving its aim, with students perceiving their employability skills to have increased as a result of completing the modules. This poster introduces the ADDIL model an instructional design model borne out of research conducted by the online course development team at the Namibia University of Science and Technology after they observed a misconception in the conversion of content from face-to-face to a technology enhanced learning environment (TELE). The team had observed that  conversion simply implied the copying and pasting of content from existing print study guides into the Moodle learning management system rather than transforming the teaching and learning. This misconception resulted in the LMS being erroneously used as a repository. One way of ensuring that the value and benefits that TELE offers are felt, is in adequately aligning the instructional design model for transforming traditional face-to-face courses to an online

About the authors

Sue Gregory

Associate Professor Sue Gregory is the Chair of Research, Education Scholar and member of the ICT team in the School of Education, University of New England, Armidale, Australia. She holds a Senior Fellowship of the Higher Education Academy. Sue teaches pre-service and postgraduate education students how to incorporate technology into their teaching. She has been applying her virtual world knowledge to expose her students, both online and off-campus, since 2007. She has been involved with many national and university projects on creating and using learning spaces in virtual worlds, with over Au$1.2m in grants, including five Australian Category 1, two as lead. She received an OLT citation in 2012. Since 2009, Sue has been Chair of the Australian and New Zealand Virtual Worlds Working Group and has over 100 publications on teaching and learning in virtual worlds and also in the area of exploring various tools for online teaching and learning.