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.
Transforming exams: How IT works for BYOD e-exams
Concise paper
Mathew Hillier
Monash University
@mathewhillier
Andrew Fluck
University of Tasmania
@AndrewFluck
Catch this session
Monday 4 December, 2.10pm - 2.30pm
Stream 4
Room L209
Abstract
This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project (transformingexams.com). The context for the use of our e-Exam solution is the supervised space of the exam room. A key element of the work is to enable authentic forms of assessment. To this end we have designed the solution to allow complex constructed problems that can be addressed using a range of contemporary 'e-tools of the trade'. The system works with BYOD where students boot their own laptop using a specially crafted USB stick that contains a standardised operating system and a suite of applications. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices.
The paper provides technical details of both the e-Exam USBs used for the student test environment and newly developed tools used to streamline the deployment of exam data and retrieval of student responses. A phased strategy is outlined for moving from paper based exams via paper-equivalent e-exams through to post-paper exams involving multimedia, a range of software applications, quiz engine and then onto whitelisted network resources and fully logged Internet access enabled during an exam. The roles of groups (Us-s) and individuals (Me-s) within the process of running an e-exam are outlined by comparing current paper-based exam workflows and that of e-exams to provide a richer description of the approach.
About the authors
Mathew Hillier
Dr Mathew Hillier is a Senior Lecturer in the Office of Learning and Teaching at Monash University. Mathew is one of two co-leaders of the ASCILITE SIG for 'e-Assessment' and in this capacity is a co-host of the Transforming Assessment webinar series along with Prof Geoffrey Crisp.
He specialises in e-assessment and e-exams and teaches into the academic staff development program at Monash University leading the 'technology and space' theme. He has previously taught into Business, Information systems, Engineering and Arts programs at several universities in Australia, Singapore and Hong Kong. Mathew is currently the leader of the 'Transforming Exams' project developing a toolset for authentic, computerised, high-stakes assessment (e-Exams). The project covers 10 university partners and is funded by a half-million dollar Australian government grant. He is also leading the development of a multi-language computerised exam platform for use in national professional translator accreditation. More about Mathew at http://ta.vu/mathewhillier
Andrew Fluck
Dr Andrew Fluck is a Senior Lecturer in Information Technology in the Faculty of Education at University of Tasmania.
Dr. Fluck trained as a teacher in Bristol, England. He has taught science, mathematics and computing in Nigeria, England and Australia. His numerous publications reflect his research interests in the transformational potential of computers in education. He was a co-author of the government report 'Making Better Connections' and the book 'Seven steps to ICT integration'. His funded research investigates the use of computers to teach integral calculus and quantum mechanics in primary schools; and eExaminations, where students take their own computers into the exam hall. He is a past secretary of the Australian Council for Computers in Education (ACCE) and is now the chair of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. Andrew is also an avid longbow archer and continental archery judge. Andrew's website http://Andrew.Fluck.id.au
Generating learning through the crowd: The role of social media practices in supporting students as producers at scale
Full paper
Peter Bryant
London School of Economics and Political Science
@peterbryantHE
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 3
Room L206
Abstract
Social media and higher education pedagogy have enjoyed a chequered relationship with significant debates about the efficacy of social media as a site of student centred learning, the manager/host of an individual’s learning trajectory and as a tool of facilitating collaborative learning at scale. This paper presents the findings from the evaluation of Constitution UK, an innovative civic engagement and open learning project run by the London School of Economics in the UK. This was the lead initiative in an institution wide shift in pedagogical approach that was designed to transform the learning experiences of students through supporting students to be co-producers of knowledge. The Students as Producers project (SAP@LSE) was aligned to the School’s learning experiences curricular enhancement objectives, which sought to transform the student experience from primarily didactic to one that prepared the learner for the challenges of work and practice and engaged them in their own learning, through making. The LSE have been engaged in a number of projects that use crowdsourcing and citizenship as a catalyst for learning. The core principle behind these initiatives is that learning is a complex and agile process in the post-digital age and can be significantly enhanced through student led community learning, peer learning and informal learning. Wanting to engage our students more actively in the shaping of their study, their learning and their career, we designed a linked series of projects inform to varying degrees by social media practices. We argue that some of the behaviours inherent in social media learning (centred on fleeting connections, digital identity and discontinuous engagement) can create the conditions for effective learning through experience and practice, both at scale in open, online modes as well in the face-to-face delivery environment.
About the authors
Peter Bryant
Peter Bryant is the Head of Learning Technology and Innovation at the London School of Economics and Political Science. He leads programmes and initiatives to transform the educational experience at the LSE through the innovative use of technology and digital pedagogies. His team recently won the Overall Gold Award for innovative pedagogy at the Wharton-QS Stars Reimagine Education awards. He was previously a Principal Lecturer in Educational Technology and Development at the University of Greenwich. Prior to this role, Peter had over twenty years’ experience as a lecturer, Director of Programmes, Head of Department and curriculum designer, working into two countries and teaching programmes from work based learning, marketing, media and management. Peter is the co-founder of the Future Happens initiative which uses innovative approaches to problem-solving and change management to engage the wider sector in debates around technology, pedagogy and the future of the University.
From how to why: Student experiences of a university’s technology-enhanced learning over five years
Full paper
Carol Russell
Western Sydney University
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 4
Room L209
Abstract
This is a longitudinal case study of student perspectives on Western Sydney University’s strategic initiatives to promote technology-enhanced learning (TEL) from 2012 to 2017. The study analyses data from students throughout this period, and includes consideration of how the student experience is being shaped by academic and institutional support for TEL. Initially the university focus was on use of mobile technologies and ‘blended’ learning environments; as a platform for transforming pedagogy. In 2013, teaching staff and new undergraduate students were issued with tablet devices. As well as investing in the devices and supporting campus infrastructure, the institution also provided additional support for curriculum and staff development. For two years, students’ feedback about the tablets was overwhelmingly positive about their value for learning. In 2015, most undergraduates had tablet devices and TEL was becoming business as usual. However, the evaluation feedback that year showed that use of tablets had begun to decrease and there was a corresponding increase in use of smartphones. For some activities, laptops were preferred. In 2016, multiple types of device were issued to students, with some disciplines choosing laptops and in 2017 the University provided free digital textbooks instead of devices. Students’ use of different devices for learning activity has been shifting and evidence gathered internally from students and staff has played a role in adapting to this. While TEL strategies differ between universities, the analysis provides an example of how systematic evaluation evidence can support systemic adaptation as the learning technology environment changes.
About the authors
Carol Russell
Carol Russell is currently a Senior Lecturer in the central Learning Transformations team at Western Sydney University. In this role she has been coordinating the educational evaluation of institutional technology-enhanced learning initiatives.
Understanding students’ views on feedback to inform the development of technology-supported feedback systems
Concise paper
Linda Corrin
University of Melbourne
@lindacorrin
Paula de Barba
University of Melbourne
@paula_barba
Catch this session
Monday 4 December, 2.10pm - 2.30pm
Stream 3
Room L206
Abstract
In an increasingly expanding higher education system, students have routinely said that they don’t get enough access to feedback to support their learning. While this feedback loop is recognised as a critical issue, the growing use of technology as part of teaching and learning could provide some solutions to this problem. The emergence of the field of learning analytics has the potential to provide mechanisms for reducing some of the concerns students have about receiving feedback. However, a greater understanding of how learning analytics can be used to provide meaningful assessment feedback to students is needed.
This paper presents the initial findings from a study that investigated students’ preferences for the delivery of assessment feedback to improve their learning. The findings show that there is a diversity of student perspectives on what feedback is most useful for their learning which is influenced by the type of assessment, the discipline in which the assessment takes place, the year level of the student and the ability to compare performance to others. The outcomes of this study provide evidence of what students want when it comes to analytics-based feedback which can be used to inform the development of guidelines for how such feedback can be designed and delivered in higher education.
About the authors
Linda Corrin
Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students' engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.
Paula de Barba
Paula de Barba is a Research Fellow in Higher Education with the Melbourne Centre for the Study of Higher Education at The University of Melbourne. Her current research is in the areas of educational psychology and educational technology. Paula is interested on how students' cognition and emotions influence their learning, and how technology can support and promote learning. Constructs investigated include self-regulated learning, achievement motivation, interest, and feedback.
Us and IT: Capacity-building for blended learning - an intersection between educator, pedagogy, and technology
Concise paper
Kaye Cleary
Victoria University
Gayani Samarawickrema
Victoria University
Sally Gauci
Victoria University
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 5
Room C204
Abstract
When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning.
In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.
About the authors
Kaye Cleary
Kaye Cleary coordinates Victoria University’s Graduate Certificate in Tertiary Education, one facet of her wider brief of Professional Development Coordination. She has taught online for eleven years and in a blended mode of on-campus and on-line learning for four years. Professional development initiatives for academics moving into teaching in an online environment has been a focus of her research.
Gayani Samarawickrema
Gayani Samarawickrema is an Educational Developer at Victoria University with research interests in learning and teaching with technology.
Sally Gauci
Sally Gauci is an Educational Developer at Victoria University. She is the unit coordinator of AET4010 Blended Learning Design and Development, an elective unit in the Graduate Certificate in Tertiary Education. Her recent work involves supporting university learning and teaching initiatives in the discipline area of Health and Biomedicine.
Flipping diverse classrooms: Instructor experiences and perceptions
Full paper
Ekaterina Pechenkina
Swinburne University of Technology
@DrKatya_Pech
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 2
Room R113
Abstract
Flipped Classroom is a pedagogical approach in which all or some of direct instruction is moved outside of the face-to-face environment to dedicate more in-class time to ‘hands-on’, experimental and engaging activities. Usually enabled by educational technology, the Flipped Classroom approach draws on the ‘active learning’ philosophy which implies that students must share responsibility for their learning with their instructors, resulting in more impactful learner behaviours. Considering university classrooms are increasingly diverse, with international students forming a significant cohort of learners, instructor perceptions of internationals students in Flipped Classrooms are of interest. This is particularly important because international students, especially those from Asian countries, can be perceived by instructors as ‘passive’ learners’ regardless of students’ actual skills, learning preferences and goals. This presumed ‘passivity’ may clash with instructors’ goals, potentially creating tensions-filled dynamics between instructors and international students in Flipped Classrooms. The proposed article explores university instructors’ perceptions of international students in technology-enabled Flipped Classrooms to understand how these perceptions may influence instructors’ choices for the design of the flip. Findings demonstrate that while some instructors view international students as a barrier to impactful Flipped Classroom, others draw on their classroom’s diversity, using it as a source of inspiration, and designing the flip with international students in mind.
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