Rethinking the instructional design model: Transforming from a face-to-face to a technology enhanced learning environment
Poster 19
Antoinette Mukendwa
Swinburne University of Technology
@antonettie
Antoinette Wentworth
Namibia University of Science and Technology
@awentworth3
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Tuesday 5 December 3pm - 3.45pm
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Abstract
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 format. Using a case-study research design, the findings from this study revealed that course developers went into this exercise with the face-to-face facilitation mind set. Time allocated to undertake such activities was underestimated, both teachers and students alike indicated that they required more time. Online learning skills required a paradigm shift, which was often a difficult challenge. Training on how to use the various tools available on Moodle for assessment became a focus and strategies on how to deliver the content was neglected. In considering all of the above, the ADDIL model was developed by incorporating existing ideas of which mainly were from the ADDIE model and supplemented by 4-SOP, ASSURE and the Morrison, Ross and Kemp models which further enhanced the student and teacher voice.
About the authors
Antoinette Mukendwa
Antoinette Mukendwa is a Learning Designer at Swinburne’s Learning Transformation Unit (LTU) were she is tasked with supporting academic staff in innovating and transforming their teaching practices. With a Master’s in Education degree specialising in Computer Integrated Education, she is currently pursuing a doctoral degree in eResearch and Technology enhanced Learning at Lancaster University in the UK. Antoinette’s research interests are academic staff development and support in higher education specifically in the use of- and integration of educational technology.
Antoinette Wentworth
Antoinette Wentworth is the Coordinator of Educational Technology at Namibia University of Science and Technologys’ Centre for Open and Lifelong Learning (COLL). She holds a Masters Degree in Educational Technology with a specialisation in Instructional Design from Arizona State University.
Removing barriers and driving change at La Trobe University
Poster 12
Brian Dunell
La Trobe University
Simon Knight
La Trobe University
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Tuesday 5 December 3pm - 3.45pm
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Abstract
The move toward blended learning in higher education teaching, together with the growth in the use of mobile technology in society, has seen an increase in the demand for video production and online courseware. Online assessments also benefit from the ability of students to self-produce video rather than being limited to traditional written submissions.
In 2015 La Trobe University began an Australian first project to roll out ten One Button Studios across six campuses. Based on the Penn State University model (http://onebutton.psu.edu) with technical enhancements and dedicated acoustically treated rooms, the studios provide a self-service video recording facility that removes the requirement to have detailed knowledge about the technical aspects of video production. Designed primarily for academic teaching staff and students to produce 'just in time' high-quality web-ready video, the studios are accompanied by a Digital Learning Strategy focused on building the capacity of staff to integrate technology into their learning and teaching activities.
Care was taken to ensure development of the technical and functional affordances of the studio design aligned to the foreseeable requirements of digitally enhanced teaching. Ongoing feedback has been sought from a range of stakeholders in an effort to ensure successful and effective implementation of this technology across the entire institution. Eales and Davis (2007) suggest that in an environment of cultural change associated with the take up of new technology, ‘learning technologists’ play an important part in interpreting pedagogical/academic requirements. In this capacity educational designers fulfilled a number of roles outside the traditional expectation of multimedia creators.
References:
Davis, H. & Eales, S. (2007). Editorial introduction: BJET special issue on critical success factors in institutional change. British Journal of Educational Technology, 38(5), 769-772.
About the authors
Brian Dunell
Brian is a Senior Educational Designer in the central Learning and Teaching department at La Trobe University. Brian's background is in web design, filming, and audiovisual post-production. During his 7 years at La Trobe University he has transitioned to an educational design role to provide both design advice and technical assistance to academic teaching staff. Brian is involved in curriculum redesign projects and sits on two advisory panels for educational technologies at La Trobe. In 2015 he undertook the lead technical role on La Trobe's strategic 'One Button Studio' project and performed the project management role for much of the project.
Simon Knight
Simon is an Educational Technologist in the Learning and Teaching department at La Trobe University. Simon has had a long career in audio and video production including studio and live events. He has an academic background in Philosophy and is interested in enhancing communications systems with the use of multimedia so it enriches the learning experience. Simon was the co-designer on the One Button Studio project and was particularly involved in user testing and developing the user support guides such as the website and video guides.
Learning workflow using learner-generated digital media (LGDM) assignments
Poster 11
Jorge Reyna
University of Technology Sydney
@Jreynasyd
Jose Hanham
Western Sydney University
@JoseHanham
Peter Meier
University of Technology Sydney
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Tuesday 5 December 3pm - 3.45pm
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Abstract
With the implementation of Learner-Generated Digital Media (LGDM) as an assessment tool (Reyna et al., 2017), students are increasingly becoming co-creators of content in Higher Education. To implement digital media assessments, educators require an understanding of the different media types and the skills involved in effective production. This understanding will enable them to effectively allocate student workload and marks for the task. It will also inform the design of marking rubrics that assess digital media as part of communication skills. The digital media type and its complexity will define if the task should be individual or group work. If group work is required, a strategy such as peer review needs to be implemented to ensure every member of the group contributes. Additionally, if educators understand digital media types and the skills required to produce LGDM, they can scaffold student digital media literacy across curricula.
This research proposes a Learning Workflow for Digital Media Assignments (LWDMA) based on two theoretical underpinnings: the Digital Media Literacies Framework (DMLF)(Reyna et al., 2017); and the concept of digital technologies as Technological Proxies (TPs) in the learning process (Hanham et al., 2014). The DMLF proposed three domains (conceptual, functional, and audio-visual) which need to be mastered to produce effective LGDM. In contrast, TP theory identifies digital technologies as agents performing important tasks on behalf of the user. Currently, this project is collecting data that will inform the validity of the LWDMA.
About the authors
Jorge Reyna
Lecturer in Higher Education, learning design. Vast experience applying visual design, aesthetics, usability, and accessibility in online learning environments. Experience teaching digital media to communicate science. Expertise in digital media production such as animations, screencast, podcasts, video scripting, filming, editing and production, multimedia learning, graphics, photography, etc.
Jose Hanham
Trained history teacher and researcher in educational psychology. His research areas are group-based learning with adolescents, instructional design, and mentoring in vulnerable populations. Jose carries out empirical research in primary and secondary schools within the NSW Public and Catholic education systems. He also conducted research in partnership with community organisations.
Peter Meier
Associate Dean Teaching and Learning. Responsible for the implementation of new learning technologies and approaches across the science curriculum. Specialist in clinical learning and competency assessment, including virtual clinic environments. Currently leading a nationally recognised lighthouse project in Work Integrated Learning in Science.
Harnessing digital literacy tools
Poster 10
Samanthi Suraweera
University of Southern Queensland
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Tuesday 5 December 3pm - 3.45pm
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Abstract
This presentation aims to introduce The University of Southern Queensland (USQ) Library’s “Getting Started in the Library” module, which was recently implemented to encourage better use of existing Library services and facilities by students. While this module was designed to increase accessibility to the Library, to cater to the diverse on-campus and online student cohort, an important secondary aim was to increase digital literacy skills by pedagogically supporting different learning styles. This need is evident as the current student cohort comprises of school leavers, Aboriginal and Torres Strait Islanders, international students and incarcerated students along with over 70% of the overall cohort enrolled as online students. As such, USQ encounters students with varied access issues and digital literacy capabilities. Consequently, this learning module was developed to enhance student learning outcomes by relying on the evidence-based Visual, Auditory, Read/Write, Kinaesthetic (VARK) framework and the Technical Pedagogical Content Knowledge (TPCK) framework. The module aligns with USQ’s commitment to provide flexible, personalised education supported by technology as it is an open access, online entry page that introduces the Library, its resources and services. Further, the content provided is student centric, innovative and interactive in nature, therefore representing a highly valuable and impactful resource to enhance digital literacy and student learning outcomes.
About the authors
Samanthi Suraweera
Samanthi Suraweera is an Information Professional who qualified in 2013. She has spent her time since, as a Librarian assisting the University of Southern Queensland s Education Support team. In 2015-2016 she was one of the University s Business Liaison Librarians. In 2017 she became a part of the Library s Research Support Team to continue developing research skills while supporting staff across the Business, Health and Science disciplines.
Evaluating the impact on students in a whole of school transition to a blended delivery mode
Poster 9
Rebecca Scriven
Edith Cowan University
@rebecca70au
Angela Christiansen
Edith Cowan University
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Tuesday 5 December 3pm - 3.45pm
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Abstract
Do students want flexible delivery of their learning materials? Do they know and understand the benefits of a blended learning (flipped classroom) model of curriculum delivery? In 2016, the School of Nursing & Midwifery introduced a new a blended learning model, in part to increase student engagement, address low student attendance at lectures, and to allow flexibility for their busy student cohort. Studies suggest flipped/blended learning in nurse education can promote important capabilities for nursing students.
This digital poster reports on the early stages of an ongoing project, evaluating the student’s experience of the changed delivery mode. The feedback from an online survey of the students allowed identification of issues and showed students were appreciative of the flexibility the blended model allowed in their learning.
About the authors
Rebecca Scriven
Rebecca Scriven is a Learning Designer with over 15 years experience providing teaching support and advising in the design of assessments, blended learning environments and the use of educational technologies. Rebecca currently supports the School of Nursing and Midwifery and is involved in projects including; moving the school to a blended learning curriculum, improving retention and employability skills, engaging students and improving the student experience.
Rebecca’s teaching and learning interests are in blended and flipped learning models, learning analytics, using social media tools to improve learning communities and implementing new educational technologies.
Enhancing educational experiences with location-based mobile learning games
Poster 8
Roger Edmonds
University of South Australia
@mobileadoz
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Tuesday 5 December 3pm - 3.45pm
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Abstract
This digital poster is in the form of an interactive video in which you can click or touch the screen to explore its content.
It presents the results of action-research into the benefits and deployment strategies of integrating location-based mobile learning games (LBMLGs) delivered as mobile apps into Higher Education courses.
We began piloting the playing of LBMLGs in one Business course in 2014 primarily to strengthen students’ immersion with their study material. Since then this has been extended across 10 courses representing five disciplines (Business, Education, Health, Arts and Science). Over 120 LBMLGs have been developed and been played 1750 times. 54 staff and over 200 students have designed, developed and implemented LBMLGs.
In 2017 our work has focused on the educational experiences gained by students who design and develop their own LBMLGs, on evaluation and identifying the challenges and opportunities of incorporating LBMLGs into fully online courses.
Our action-research indicates that LBMLGs are an authentic and meaningful new pathway to teach and learn and offer exciting and engaging educational experiences to students. Our work reinforces existing research that already articulates the benefits of LBMLGs for learning and confirms that students playing LBMLGs engage with the content and are inspired. Furthermore, when students design and develop LBMLGs, opportunities are created for them to improve their communication and collaboration skills, digital literacy, spatial awareness and social skills.
About the authors
Roger Edmonds
Roger is an online educational designer at the University of South Australia and has presented both internationally and nationally on location-based mobile learning. He is co-managing a project to inform the development of a framework that will guide contextually based mobile learning in the University. The project was shortlisted for a 2016 Reimagine Education Award. Roger’s past projects have won finalist status in the 2011 Computerworld Honors Program and a Brandon Hall Silver Award for excellence in eLearning in 2003. He was also awarded the Centenary Medal of Australia in recognition for his lead role developing Australia’s Centenary of Federation’s Connecting-the-Kids online project.
Embedding technology skills for student employability
Poster 7
Adrian Moody
University of Wollongong
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Tuesday 5 December 3pm - 3.45pm
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![View the poster online [PNG]](https://2017conference.ascilite.org/wp-content/uploads/2017/11/ASCILITE2017PosterMOODY.png){kind=link}
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Abstract
While conducting a literature review for a research project into best practices for technology-enhanced learning, a regularly recurring theme was identified around the need for students to be career ready on graduation. Many courses are not addressing employability skills, leaving students with skills gaps, particularly with regard to familiarity and competence with ‘real world’ technologies, along with critical thinking and collaborative skills.
The “New Work Mindset” report by the Foundation for Young Australians (The Foundation for Young Australians, 2016) identifies:
- traditional linear career paths as increasingly obsolete.
- 7 new job clusters in the Australian economy with closely related skills; These are the: Generators, Artisans, Designers, Coordinators, Technologists, Carers and Informers.
- the need to give young people portable generic skills which can be applied throughout a cluster
Taken together, it can be seen that graduates need a suite of transferrable digital skills to have competitive advantage in the current job market. Some examples are; spreadsheets for data storage and analysis, calendars/project management software for task management and scheduling, audio and video hardware and software for presentation, training or promotional materials, word processing skills for cloud-based documents in collaborative projects.
This has major implications for higher education. The required skills suites will impact upon and inform course and assessment design to provide authentic learning and assessment, directly applicable to real world requirements. (Department of Education, Employability Skills Framework, 2006)
If academics are required to incorporate these skills into their learning and assessment, will they also need to acquire these skills? What strategies/resources are available to assist academics in providing these training needs?
This poster will focus on the real world digital skills and literacy required by the current job market and explore options available to academics for embedding them in course and assessment design.
- In house resource development and technical support
- External sources (eg Lynda.com, YouTube)
- Active learning tasks using relevant technology
- Student collaborative research
- Assessment incorporating varied presentation formats (Oral presentation with slides, video, audio podcast, spreadsheet charts)
About the authors
Adrian Moody
Adrian currently works for the Science, Medicine & Health Faculty at the University of Wollongong as an Education Technology Assistant, providing support to academics in the application of technology-enhanced learning. He previously worked for TAFE NSW as a teacher of Business Administration and Information Technology, as well as an Education Support Officer, creating and maintaining digital learning resources for TAFE Online.
Creating a suite of DIY video production facilities to support blended and online learning
Poster 6
Luke Boulton
University of Newcastle
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Tuesday 5 December 3pm - 3.45pm
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Abstract
At The University of Newcastle, The BOLD Lab support academic staff transitioning to blended or fully online delivery. As both modes of delivery make heavy use of video, much of the team's time was taken up in creation of relatively simple video content. As a small team with limited resources, the BOLD Lab sought ways to reduce both the production and editing load by creating a series of easy-to-use DIY suites that allow staff to create high quality videos, without need for post-production.
About the authors
Luke Boulton
Luke Boulton is manger of The BOLD Lab, a team of instructional designers and multimedia experts who support staff in the move to blended and online delivery.
Collaborative learning in the social media sphere
Poster 5
Blooma John
University of Canberra
@BloomaMJ
Emily Rutherford
University of Canberra
@tinselturtle
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Tuesday 5 December 3pm - 3.45pm
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Abstract
Today, social media has radically transformed the way we receive and disseminate information. In this poster, we present the extent to which various social media tools such as Facebook, Twitter, YouTube, Piazza and Second life, were involved in facilitating collaborative learning among students who pursued a course in social media. We evaluated the content shared in various medium based knowledge, cognitive process and social dimensions. We the routed the elements of three dimensions to the technology focus, fundamental soft skills and domain specific coverage. We found that Twitter as well as Facebook takes the role of improving fundamental soft skills during the learning process. The students expressed emotions and exemplified a sense of group commitment. Second life was found to be in the middle of rich soft skills as well as technology focus. Particularly, the need to be accustomed with the technology focus while also being interactive and innovative made the students enhance their leadership, communication, negotiation,
About the authors
Blooma John
Blooma John is Assistant Professor at the Faculty of Business Government and Law, University of Canberra. She has a PhD in Information Systems from Nanyang Technological University. Her research interests are in text mining, social question answering, learning analytics and health informatics. She has published various academic articles including journal papers, book chapters and conference proceedings in these areas. She has won the award for Excellence in Learning and Teaching 2015 at RMIT Vietnam. She had also won the best paper of the conference award at the AIS Special Interest Group in Education 2013.
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. She enjoys connecting with new ways to use pedagogically-driven technology to support teaching strategies and enhance digital literacy skills. Emily has a strong background in teaching and supporting teaching practice, as well as being a passionate enthusiast of Second Life, VR/AR and mixed reality, and how they are explored creatively in a higher education context.
Building academics’ SoTL capacity through a revised course on blended learning
Poster 4
Swee Kit, Alan Soong
National University of Singapore
@sksoong
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Tuesday 5 December 3pm - 3.45pm
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Abstract
The digital poster session aims to provide an insight on how a blended learning course has been revised after the pilot run in 2016. Aside from equipping academics with knowledge and skills in designing and developing a prototype of a unit within a course, the course on blended learning also aims to build academics’ scholarship of teaching and learning (SoTL) capacity. The digital poster session will focus on the following areas in the revised course: (a) describes the changes made to the framework, (b) articulates how the revised course would be implemented in 2017, and (c) describes strategies on how to build SoTL capacity of academics in the revised course. The revised course is scheduled to be rolled out in the second half of 2017 and plans to carry out a study on the course will be shared at the poster session.
About the authors
Swee Kit, Alan Soong
Alan Soong is an Associate Director for Learning Design and Research at CDTL. He has been working in the area of academic development and the use of ICT for teaching and learning in higher education since 2002. Alan's research interests include academic development and blended learning in higher education. He has also been actively serving as a member of the executive committee of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) since 2012.