Blockchain as a tool for consensus building within higher education institutions
Poster 22
Charles Lang
Teachers College, Columbia University
@learng00d
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Tuesday 5 December 3pm - 3.45pm
Refectory
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Abstract
Discussion of Blockchain, the much-hyped backbone of the Bitcoin cryptocurrency, began to be discussed by higher education researchers and practitioners in earnest in 2014 (Lemoie, 2016). The conversation since that time has mostly centred around the use of blockchain technology to support credentialing or an “education economy” (Sharples & Domingue, 2016). In this scenario blockchain acts as a way of verifying and tracking valid educational activity and this has been implemented at several institutions, the University of Nicosia being the first (University of Nicosia, 2016). In the following poster, we discuss an alternate use for the technology, as a tool for monitoring consensus around educational goals and institutional mission. A way to bake into the IT infrastructure the negotiations and decision making relevant to goals that are currently covered by policy documents only. Such infrastructure is of growing importance as institutions look to incorporate more varied data sources into their operations.
About the authors
Charles Lang
Charles Lang is a Visiting Assistant Professor in Learning Analytics at Teachers College, Columbia. His research interests center on the use of big data in education and the role of online assessment data in accurately determining student learning. Specifically, Charles studies innovative methodologies for understanding student learning through predictive analytics, personalization and graphical models. He received his Doctorate in Education from Harvard Graduate School of Education and his Bachelor of Science in biochemistry and Bachelor of Arts in political science from the University of Melbourne, Australia.
Benefits of enabling lecturers and students to author, share and discuss media-rich documents for online study
Poster 3
Gloria Gomez
Oceanbrowser Ltd and The University of Sydney
Rea Daellenbach
Ara Institute of Canterbury
Mary Kensington
Ara Institute of Canterbury
Lorna Davies
Ara Institute of Canterbury
Con Petsogolou
The University of Sydney
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Tuesday 5 December 3pm - 3.45pm
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Abstract
This poster evaluates the benefits of using OB3 – a technology enhancing the online study experience. Its development was undertaken using human-centred design methods, and informed by research on 1) educational design for academic success, 2) good visual design that facilitates learning and is cognitively effective, and 3) networked learning. OB3 has features enabling lecturers, students, and administrative staff to author, create, share, and discuss media-rich study documents. All these activities are undertaken without the direct support of technologists.
One postgraduate medical programme has used OB3 for six years, and one three-year undergraduate midwifery programme has used it for four years. An evaluation of their online study activities showed a number of benefits including:
- Co-constructivist and personalised learning is supported as part of blended learning models.
- The media-rich documents, most times with embedded discussions, take the form of curriculum content or student assignments, and are created as part of asynchronous collaborative activities such as wiki-style co-written documents, templated-group activities, e-portfolios, and group projects.
- Lecturers and students consider that the technology affords study that is engaging, flexible, and helps in overcoming isolation.
The benefits of using OB3 for online study were qualified using the Creative Classroom Framework, the NMC Horizon Report Education, and the Australia and New Zealand Technology Outlooks Reports. Innovative pedagogical practices emerged when it enabled lecturers and students to author and co-create study content by themselves. Significant challenges in the adoption of higher education technology could also be addressed such as rethinking the role of educators and improving digital literacy.
About the authors
Gloria Gomez
Dr Gloria Gomez is co-founder, design strategist, researcher at OceanBrowser Ltd and an honorary senior lecturer at the Save Sight Institute, The University of Sydney. Gloria undertakes applied design research in educational practice with Bridging Design Prototypes. Her contributions to educational practice inform research and development of new concept products for preschool concept mapping, online medical study, and the transition to early algebra. Her work promotes cutting edge research that enables the emergence of innovative areas of practice within early childhood and online education. In parallel, Gloria undertakes research through teaching and supervision in the areas of visual design, social design, inclusive design, and online medical education.
Rea Daellenbach
Rea Daellenbach is a senior lecturer in the Bachelor of Midwifery programme at the Ara Institute of Canterbury in Christchurch, New Zealand. Rea completed a PhD in sociology (University of Canterbury) in 1999. Since completing her PhD, she has been part of several research teams looking at various aspects of midwifery practice, midwifery education and women’s experiences of childbirth. She was a co-editor, with Lorna Davies and Mary Kensington, of the book Sustainability, Midwifery & Birth (2011, Routledge). Her education research focus has been on blended learning for pre-registration midwifery education.
Lorna Davies
Lorna Davies RN, RM, BSc (Hons), PGCEA, MA, PhD Candidate, is currently a Principal Lecturer and Co-Head of the School of Midwifery at Ara Institute of Canterbury in Christchurch, New Zealand. She also carries a small caseload as a self-employed midwife. She has recently submitted her PhD thesis exploring midwives understanding and application of sustainability within their practice. She has been a co-researcher on a number of studies including an international research project exploring rural midwifery practice in New Zealand and Scotland. She has edited and co-edited four midwifery textbooks, has contributed chapter to several others and has written many articles relating to midwifery research and practice. Her education research focus has been on embedding sustainability within midwifery programmes of education and blended learning for pre-registration midwifery education. Her research interests are sustainability, midwifery education, Participatory Action Research and Actor Network Theory.
Con Petsogolou
Dr Con Petsogolou is a Senior Lecturer, Discipline of Clinical Ophthalmology for the University of Sydney, and Clinical Senior Lecturer for the University of Otago. He is a corneal consultant at the Cornea Unit Sydney Eye Hospital and Deputy Director of the Lions NSW Eye Bank. His current research interests are in corneal clinical trials medical education and eye bank research.
Authentic technology spaces and the student experience
Poster 2
Sonia Dickinson-Delaporte
Curtin University
Aneeshta Gunness
Curtin University
Eva Dobozy
Curtin University
Gayle Kerr
Queensland University of Technology
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Tuesday 5 December 3pm - 3.45pm
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Abstract
The Agency is a technology enhanced learning (TEL) space that provides opportunities for the delivery of authentic and engaging, learning-centric experiences. This research explores how The Agency, an interactive social media command centre, affects the learner experience. We contrast learner engagement and experiences in two units with distinctively different pedagogical approaches. Our findings suggest that The Agency, as a TEL can have a positive impact on the learner experience, however, the pedagogical design decisions are key to maximise student learning experiences and outcomes in TEL environments.
About the authors
Sonia Dickinson-Delaporte
Sonia Dickinson is an Associate Professor in the School of Marketing, Curtin University. She is the recipient of an Australian Learning and Teaching Council (ALTC) award, and CBS Teaching Excellence award. Sonia is the Vice President of the Australian New Zealand Academy of Advertising (ANZAA), a collegial network for academics. Sonia is also the author of a book chapter on Learning Designs in Higher Education, and has presented at international education conferences. Sonia was also instrumental in the development of the world class learning space on the Bentley campus; The Agency.
Aneeshta Gunness
Dr Aneeshta Gunness is a Lecturer in the School of Marketing, Curtin University. She leads the project for Distributed Learning for Retail Marketing and Distribution and is the recipient of a Faculty Learning and Teaching award. Her innovation in Distributed Learning was recently recognised by her nomination as a finalist for the Cengage Pride/Ferrell Innovative Teacher competition. Aneeshta has presented a local and international conferences.
Eva Dobozy
Associate Professor Eva Dobozy is the Deputy Dean of Learning and Teaching, 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.
Gayle Kerr
Gayle Kerr is a Professor in advertising and integrated marketing communication (IMC) in the School of Advertising, Marketing, and Public Relations. Gayle 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.
Assessment feedback: More modality matters
Poster 1
Michael Henderson
Monash University
@mjhenderson
Michael Phillips
Monash University
@thinkingmike
Tracii Ryan
Monash University
@traciiryan
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Tuesday 5 December 3pm - 3.45pm
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Abstract
A growing body of research indicates digitally recorded (audio, video, and screencast) assessment feedback can be more detailed, clear, and personalised than text-based feedback comments. However, few studies have compared digitally recorded feedback with other modalities, such as face-to-face conversations and rubrics. In response, this poster reports on a survey of 4514 students from two Australian universities regarding the level of detail, personalisation and usability of feedback according to the most common feedback modalities: handwritten comments, electronic annotations, face-to-face conversations, digital recordings (e.g., audio, video), and marking sheets/rubrics. The results revealed three statistically significant trends. First, students who received digital recordings were more likely to agree that the comments were detailed, personalised, and usable when compared to students who received any of the other four modalities. Second, students who received more than one mode of feedback (e.g., a rubric as well as written comments) had higher levels of agreement than students who received only one mode. Third, students who received multiple modes of feedback had higher levels of agreement when one of those modes was a digital recording. The findings add to our understanding of effective feedback design, indicating that we need to consider the importance of media richness and the value of offering multiple channels or modes of feedback. The poster concludes with recommendations for the use of digitally mediated feedback design as well as further research.
About the authors
Michael Henderson
Michael Henderson is an Associate Professor and Director of Graduate Studies in the Faculty of Education at Monash University. He researches and teaches on the topics of educational technology and instructional design, including ethics of social media use, and assessment feedback designs. Michael leads the OLT funded project Feedback for Learning and is a Lead Editor for AJET.
Michael Phillips
Michael Phillips is a Lecturer in the Faculty of Education, Monash University. His work focuses on the knowledge expert teachers develop when integrating educational technologies into their practice. Additionally, Michael researchers the ways in which expert teachers make active decisions about their classroom technology integration. Michael’s research regularly involves collaboration with colleagues from Australia, the United States, Europe, Asia and the sub-continent. Michael is a team member of the OLT funded project Feedback for Learning and leads the Learning with New Media research group. Michael is an Associate Editor for AJET.
Tracii Ryan
Dr Tracii Ryan is a Research Fellow in the Faculty of Education at Monash University. Tracii has research expertise relating to the motivations, outcomes, and individual differences associated with internet use. Tracii also has several years of experience working across a range of research projects within the higher education context, and her most recent work focuses on assessment and feedback.