What's in a name? The ambiguity and complexity of technology enhanced learning roles
Concise paper
Kate Mitchell
La Trobe University
@katevideo
Colin Simpson
Australian National University
@gamerlearner
Chie Adachi
Deakin University
@chieadachi
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 6
Room T125
Abstract
With the growing ubiquity of educational technology, there has been an increased need for specialised practitioners to advise on and support technology enhanced learning (TEL) within higher education. Academic developers, instructional designers and educational technologists are all examples of these skilled individuals typically working in ‘third space’ that crosses complex boundaries - between the pedagogical and technological, and the academic and professional. However, role titles and descriptions of duties are often unclear at best, with a lack of consistent terminology used across institutions and in the literature. This can lead to confusion and tensions when working with multiple institutional stakeholders and exacerbates ‘the academic/professional divide’ in Higher Education.
This paper presents a synthesis of key literature related to contemporary TEL advisor and support roles in Higher Education alongside a preliminary analysis of the 37 recent position descriptions of these roles. The application of social practice theory as our conceptual framework enables us to further explore the significance of practices in these TEL roles. This paper offers a step forward to the ways in which clarity and consistency of these roles might be sought. Future implications of this study are included for further consideration.
About the authors
Kate Mitchell
Kate Mitchell currently works as a Senior Educational Designer at La Trobe University where she supports teaching academics to incorporate blended and online learning into their practice. She has longstanding experience as a learning designer and as a teacher across secondary, vocational and higher education sectors. She is a member of the ePortfolios Australia organising committee and is a founding member and co-convenor of the ASCILITE TEL edvisors special interest group.
Kate recently completed her Master of Education research thesis exploring vocational educators’ perceptions of the factors shaping their use of e-Learning, including the relationships between individuals’ beliefs and motivations alongside institutional and external factors. Her research interests cover e-Learning integration, educational design and academic professional development and she is currently involved in research projects exploring ePortfolio use within nursing and education disciplines.
Colin Simpson
Colin Simpson has worked as a Learning Technologist, Education Designer and Academic Developer since 2003 and currently works in the College of Business and Economics at ANU. He is a founder and co-convenor of the ASCILITE TEL edvisors special interest group.
Colin has extensive experience in the design and development of media and interactive resources and a particular interest in game-based learning and gamification, including the use of badges. He has presented at a wide array of national and international conferences on these subjects. He is a Certified Member of the Association of Learning Technologists (CMALT), a Fellow of the Higher Education Academy (FHEA) and an Associate Fellow of the Higher Education Research and Development Society of Australasia (HERDSA). Colin is currently undertaking PhD research at the University of Sydney into the ways that TEL edvisors can better support TELT practices in Higher Education.
Colin blogs at http://screenface.net.
Chie Adachi
Dr Chie Adachi has a PhD in Linguistics (The University of Edinburgh) and has taught/worked at universities in Japan, UK and Australia over the past 12 years. Her current research interests lie within the areas of digital learning and teaching in higher education, sociolinguistics and intercultural education. She currently works as a Lecturer within the central Learning and Teaching unit, Deakin Learning Futures at Deakin University, Melbourne. Since 2017 she has been involved with the ASCILITE Special Interest Group, TELedvisors, as one of the co-founders serving to create a collaborative space and empower advisors working within the area of Technology Enhanced Learning.
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.
Constructive alignment of materials in tertiary programs
Full paper
Sook Jhee Yoon
The University of Melbourne
@sookjhee
Paul Gruba
The University of Melbourne
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 5
Room C204
Abstract
In blended tertiary programs, technology is mixed in face to face settings, and learning activities happen both on- and offline. With the move towards blended learning, tertiary programs and their curricula have become more varied and complicated. Such complexity and variation is evident, for example, in the program learning outcomes, learning activities and assessment tasks. Yet little is known how such complex factors interact, and thus influence, decisions regarding the curriculum in higher education settings from the perspective of administrators, lecturers and students. This study examines constructive alignment of materials in blended tertiary programs. Two case studies of blended programs in a large research intensive Australian university were studied. Using a pedagogical claims analysis as a means to structure the study, the researchers gathered and analysed qualitative data through a series of cycles, seeking to refine themes such that they are defensible, trustworthy and rigorous. Findings of the study point to factors that influence constructive alignment with implications for materials design and use.
About the authors
Sook Jhee Yoon
Sook Jhee Yoon is a Ph.D candidate in The University of Melbourne. Her areas of interest are materials development and the use of technology in language teaching.
Paul Gruba
Paul Gruba, originally trained as a journalist, works in areas of educational technology research to do with non-native speakers, blended language learning and language program evaluation. Paul is currently an associate editor for AJET.
It takes a village: Supporting the integration of digital textbooks in higher education
Full paper
Debborah Smith
Bond University
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 4
Room L209
Abstract
Digital textbooks now incorporate various technological enhancements, and offer many opportunities for learning and teaching in higher education. Despite some enthusiasm for this medium, lecturers tend not to integrate the extra activities into their courses preferring instead to simply have them available as optional extra activities for students. One reason for this barrier to use is the time and effort required to integrate technology into the curriculum in a meaningful way, and lecturers may feel they lack the necessary knowledge to do this effectively. Despite the existence of institutional support to assist educators with technology enhanced learning, the services don’t always align with what faculty want or need. As a result, there have been calls to improve staff training and professional development. This paper presents a theorised inquiry into educators’ reflections on the integration of digital textbooks using Mishra & Koehler’s TPACK framework as an underpinning theory. The findings suggest the need for training and support that is individualised to instructors’ specific needs, and allows for increased collaboration between various stakeholders. It is concluded that professional development that focusses on the development of TPACK, and operates within a collaborative and context-specific learning community could support the increased uptake of digital textbooks in higher education.
About the authors
Debborah Smith
Debborah is in the final year of her PhD candidature at Bond University under the supervision of Professor Jeff Brand, Professor Shelley Kinash, and Dr Donna Henson. Her research is investigating factors that influence higher education teachers’ adoption and use of digital textbooks. Debborah’s background areas of teaching expertise are English as a Second Language and academic skills development, and she is presently employed in the role of Student Experience Advisor at the University of Sunshine Coast, Fraser Coast Campus.
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/
Internet of Things (IoT), PBL and 3D holographic modelling for smart agriculture education at The University of Queensland
Full paper
Kim Bryceson
The University of Queensland
@kimpob742
Amando Navas Borrero
The University of Queensland
Fabian Vasuian
The University of Queensland
Catch this session
Wednesday 6 December 12pm - 12.30pm
Stream 1
Room H102 Allison Dickson Lecture Theatre
Abstract
The project described in this paper builds an innovative educational ‘front end’ to exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQ Gatton ~85km SW of Brisbane in SE Queensland), via an Internet of Things (IoT) UQ Smart Campus Project. This paper describes the technologies involved, the development of a multifaceted web-based interface (dashboard) to the data collected, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQ Gatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty. The challenges and workarounds and two examples of using the data collected for problem-based learning modules will be described. Some discussion is included on what these technologies could provide in relation to delivering virtual reality, augmented reality and mixed reality environments for further teaching & learning developments in the “E” space being trialed currently with partners UQ ITS, Telstra/Readify, and Labster.
About the authors
Kim Bryceson
Kim is Professor of Agribusiness and Associate Dean Academic of the Science Faculty at the University of Queensland. Early research involved developing and implementing computer and satellite technology for integrated pest management, drought monitoring, site specific management and agribusiness decision support system development with the Commonwealth and Qld State governments. Over the last 15 years in academe she has been involved in agrifood supply and value chain analysis domestically and internationally with particular focus on using various modelling tools to construct supply chain risk assessment and performance management scenarios. She is the Director of the Agricultural Remote Sensing Laboratory at UQ’s Gatton campus where the collection of real time streaming Big Data through an Internet of Things infrastructure, plus the design, building and use of small drone technology and robotics for agricultural and environmental monitoring and sub-tropical agricultural research and teaching, is flourishing.
Amando Navas Borrero
An electrical engineer by first degree and professional experience, Armando has a family background in the cattle industry and is currently undertaking a PhD at the Agricultural Remote Sensing Lab at UQGatton specialising in the development and operationalisation of an Internet of Things data collection infrastructure as a tool for creating better management solutions for farmers
Fabian Vasuian
Fabian has completed a dual BEng / BSc in 2016 at UQ and after completing the required Internship for the BEng at the Agricultural Remote Sensing Lab in 2015/2016 at UQGatton, he is now working as a Systems Engineer with the UQ Gatton Smart Campus Internet of Things project, primarily delivering on the Data Dashboard product
Micro-credentialing is the future of higher education
Debate
Ekaterina Pechenkina
Swinburne University of Technology
@DrKatya_Pech
Juliet Buchanan
Swinburne University of Technology
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 3
Room L206
Abstract
The debate features an education researcher and a learning designer coming together to discuss pros and cons of micro-credentialing. Traditionally understood as an alternative credentialing practice, micro-credentialing draws on the principles of the competency-based approach and employs various micro-rewards (e.g. digital badges) to signify learner achievements, such as mastering a skill or gaining knowledge of a particular subject. Micro-credentialing can also be understood more broadly as a dis/re-aggregation of learning process, in which students are allowed greater control over their educational pathway choices. In addition to discussing benefits and challenges associated with increased student control over their learning, the debate addresses other matters of relevance to micro-credentialing, such as universities’ responsiveness to student expectations and how micro-credentialing can be used to improve graduate outcomes in alignment with industry specific needs. The learning designer will debate the affirmative side and the academic will debate the negative side of micro-credentialing, leaving it up to the audience to decide who makes the most convincing argument.
About the authors
Ekaterina Pechenkina
Dr Katya (Ekaterina) Pechenkina is Research Fellow at the Learning Transformations Unit, Swinburne University of Technology. Katya holds a PhD in anthropology from the University of Melbourne and several other degrees. She was a 2003-2004 International Research and Exchange Board fellow at the California State University Bakersfield, where she majored in sociology. Anthropologist and education researcher, Katya’s research interests encompass the discourses of technology, innovation, teaching excellence, and Indigenous experiences in higher education. Katya has published widely and serves as a peer reviewer for several major journals, conferences and publishers. Katya is a member of the teaching team delivering Swinburne’s Graduate Certificate in Learning and Teaching (Higher Education): she convenes and teaches a unit focusing on scholarly teaching designed to help academic staff to explore, evaluate and improve their teaching practices. Katya is an avid social media user and can be found on Twitter @DrKatya_Pech and Facebook @DrKatyaPech
Juliet Buchanan
Ms Juliet Buchanan is a Senior Learning Designer based at Learning Transformations Unit, Swinburne University of Technology. Juliet obtained a Master of Education from the University of Melbourne (2011), a Postgraduate Diploma in Computer Education, The University of Melbourne, 1999 and a Bachelor of Arts (Education), Deakin University. Juliet has a broad range of educational experience in a range of institutions including learning design at Monash and Swinburne universities; learning design experience in Australasian specialist medical colleges, RACMA, RVTS and RACS; teaching experience in primary schools, TAFE and industry experience, training Flight Attendants at QANTAS. Juliet has experience across institutions and in industry designing and creating LMS and online modules.
The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese Learners of English as a Foreign Language
Concise paper
Feifei Han
The University of Sydney
Zehua Wang
Shaanxi Xueqian Normal University
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 1
Room H102
Abstract
The study reports the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monological oral production was measured in the first (week 1) and last (week 21) weeks of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monological speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monological oral production.
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.
Zehua Wang
Zehua Wang obtained a Bachelor of Arts (2010) from Xi’an International Studies University, and a Master of Education (2013) from the University of Sydney. Currently she is a Lecturer in the Department of English at Shaanxi Xueqian Normal University, Xi’an, China. Her current research interests are (1) language learning strategies and (2) educational technology in higher education. Ms. Wang has received funding on four research projects in China and she has published a number of journal articles.
The power of Us: Investigating the value of interaction and community in postgraduate studies
Concise paper
Oriel Kelly
New Zealand Tertiary College
@oriel.kelly
Nuhisifa Seve-Williams
New Zealand Tertiary College
Binky Laureta
New Zealand Tertiary College
Keshni Kumar
New Zealand Tertiary College
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 2
Room R113
Abstract
The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.
About the authors
Oriel Kelly
Oriel Kelly is the Academic Manager at NZTC. She has a Masters in Educational Administration and her tertiary background is in staff development, the uses of technology to support teaching and learning and educational leadership. She is a Fellow of the New Zealand Association for Educational Administration and Leadership and a winner of a New Zealand national Tertiary Teaching Excellence Award. Her research interests include learning technology, online communities and the NZ eLearning Guidelines. She has been teaching online now over 15 years, five with NZTC.
Nuhisifa Seve-Williams
Dr Nuhisifa Seve-Williams hails from the island of Niue but raised in NZ.
She completed her PhD in Education Sociology in 2009 from the University of Auckland. She is currently the Research Manager at NZTC.
Binky Laureta
Binky Laureta has a Masters in Family Life and Child Development and is a registered teacher in early childhood education. She has been involved in teaching for 20 years, both overseas, and in New Zealand. She started her career as a preschool teacher and then joined the tertiary sector. Currently, she is working as lecturer and Program Leader for the Graduate Diploma in Teaching ECE program at New Zealand Tertiary College. Her interests are in inclusive education, social competency, cultural diversity, multicultural education, adult/higher education teaching and learning, teacher training, online teaching and learning, curriculum and learning support.
Keshni Kumar
Keshni Kumar has a Postgraduate Diploma in Education and has 17 years experience in education. Her research interests are in science and early childhood education, and other curriculum areas. She is currently a lecturer in early childhood at NZTC.
The synergistic and dynamic relationship between learning design and learning analytics
Concise paper
Dirk Ifenthaler
University of Mannheim
@ifenthaler
David Gibson
Curtin University
@davidgibson
Eva Dobozy
Curtin University
@edobozy27
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 3
Room L206
Abstract
The synergistic relationship between learning design and learning analytics has the potential for improving learning and teaching in near real-time. The potential for integrating the newly available and dynamic information from ongoing analysis into learning design requires new perspectives on learning and teaching data processing and analysis as well as advanced theories, methods, and tools for supporting dynamic learning design processes. Three perspectives of learning analytics design provide summative, real-time, and predictive insights. In a case study with 3,550 users, the navigation sequence and network graph analysis demonstrate the potential of learning analytics design. The study aims to demonstrate how the analysis of navigation patterns and network graph analysis could inform the learning design of self-guided digital learning experiences. Even with open-ended freedom, only 608 sequences were evidenced by learners out of a potential number of hundreds of millions of sequences. Advancements of learning analytics design have the potential for mapping the cognitive, social and even physical states of the learner and optimise their learning environment on the fly.
About the authors
Dirk Ifenthaler
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim. His research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. Dirk’s research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.ifenthaler.info).
David Gibson
Professor David Gibson, Director of Learning Futures at Curtin University in Australia and UNESCO Chair of Data Science in Higher Education Learning and Teaching, received his doctorate (Ed.D. Leadership and Policy Studies) from the University of Vermont in 1999 based on a study of complex systems modeling of educational change. His foundational research demonstrated the feasibility of bridging from qualitative information to quantifiable dynamic relationships in complex models that verify trajectories of organizational change. He provides thought leadership as a researcher, professor, learning scientist and innovator. He is creator of simSchool, a classroom flight simulator for preparing educators, and eFolio an online performance-based assessment system, and provides vision and sponsorship for Curtin University’s Challenge, a mobile, game-based learning platform. He consults with project and system leaders, formulates strategies, and helps people articulate their vision for innovation; then helps connect people with the resources needed to fulfill their aspirations. His research has extended from learning analytics, complex systems analysis and modeling of education to application of complexity via games and simulations in teacher education, web applications and the future of learning. Dr. Gibson has also advanced the use of technology to personalize education via cognitive modeling, design and implementation.
Eva Dobozy
Associate Professor Eva Dobozy is Deputy Dean, Learning and Teaching in the Curtin Business School. She is engaged in Learning Design research, investigating the efficacy of traditional and new technology-enhanced learning and teaching offerings. Dr Dobozy is involved in the discovery, integration, application and testing of new learning design models and frameworks. Currently, she is working as part of a learning design group on the design and implementation of transdisciplinary pedagogical templates. Her research spans the intersection between learning theory, learning design, technology-enhanced learning and teacher professional development. She is the winner of a number of prestigious research and teaching awards. Her current research focuses on sustainable futures in higher education and the pedagogical modelling of novel course designs and quality assurance practices.