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/
Future happens: Hack your way to influencing and changing pedagogical and technological strategy and practice
Experimental session
Peter Bryant
London School of Economics and Political Science
@peterbryantHE
Catch this session
Monday 4 December, 3.30pm - 4.30pm
Stream 4
Room L209
Abstract
Using the changehack approach successfully run in the UK for the last two years by Future Happens (http://www.futurehappens.org - a collaboration between two leading UK institutions, the London School of Economics and the University of the Arts, London), this experimental session is designed to collectively engage participants in changing the discourses around the role of technology in shaping institutional/faculty wide pedagogical change. This lightning changehack will generate approaches to scaling and sustaining the lessons and innovations that arise from grassroots practice into approaches that can be included in strategic thinking across disciplines, levels, cohorts and potentially across the whole institution.
This workshop will challenge you to think about the ways you are able to influence your institutions strategic direction and commitments to technology and learning and be a part of the conversation that shapes how they do it. Attendees will participate in a collective hack that draws on the power of the crowd to solve problems. Previous Future Happens hacks in the UK have collectively generated insightful, useful and pragmatic ways to bridge the discourses between the practices of learning technology and how they can be scaled up to be part of the institutional, faculty or School wide strategic approach to innovative pedagogy. Attendees will collectively own the outputs which will be shared globally as part of the Future Happens movement.
About the authors
Peter Bryant
Peter Bryant is the Head of Learning Technology and Innovation at the London School of Economics and Political Science, UK. 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 was 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. Peter has over twenty years’ experience as a lecturer, Head of Department and curriculum designer, working into two countries (in HE and VET). He is an active researcher in both educational technology and pedagogy. 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.
Challenges and tensions in the role of the LMS for medical education: Time for the "next generation LMS"?
Full paper
Jill Lyall
Australian National University
@JillACTS
Katharina Freund
Australian National University
@katiedigc
Alexandra Webb
Australian National University
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 1
Room H102 Allison Dickson Lecture Theatre
Abstract
In the context of discussions of a “next generation LMS” and other contemporary challenges in higher education, this case study looks at the iterative process a team of educational designers and Medical School academics used in a review of the Medical School LMS sites. Adopting the framework of the actor network theory, this reflective process discovered the tensions, dynamics and issues involved, and worked to gain and maintain key Medical School staff engagement and support for the review and for any changes that might be recommended. This paper reflects on emerging possible models for technology-enhanced learning beyond our current institutional LMS while acknowledging the institutional constraints on learning innovation within the global higher education context. Next generation LMS models may provide a more flexible future solution that could be applicable not just to medical education, but to higher education generally.
About the authors
Jill Lyall
Jill has a background in social sciences, community services, and adult education. Jill has worked for many years in Vocational Education and Training in a TAFE environment in Western Australia. During that time she developed an interest in technology for learning, and developed her skills for online learning. Since early 2015, Jill has been working on a range of projects with ANU Online, helping to create online materials for post-graduate courses and creating support and training resources in technology enhanced learning for academics at ANU.
Katharina Freund
Katie advises academics on eLearning design and initiatives, researches innovative solutions in education technology, creates digital media resources, and trains staff on Wattle (Moodle) learning management system and other digital tools for teaching and learning. She is also a researcher in education technology and digital communication.
Alexandra Webb
Dr Webb has more than 20 years experience teaching anatomy into undergraduate & postgraduate medicine, allied health & science programs in Australia & the United Kingdom. She has extensive proficiencies in leading the development & implementation of new curricula & resources. She is an innovative educator & educational researcher who takes measured risks in trialling the effectiveness of novel teaching & learning approaches such as serious games, touchscreen technology, adaptive learning, virtual patients & eBooks. In her current role, she is leading the development & implementation of technology enhanced learning & teaching for the School’s MChD as well as creating a flexible collaborative Professional Development program to build capacity in teaching & learning. Dr Webb’s educational practice has been recognised with multiple awards, including Senior Fellowship of the Higher Education Academy & a national Australian Award for University Teaching.
Playing the education system: Competing, exploring, socialising, distrupting, but always engaging
Experimental session
Dan Laurence
La Trobe University
@D4n_
Catch this session
Monday 4 December, 3.30pm - 4.30pm
Stream 6
Room T120
Abstract
Through discovering your ‘gamer type’ as part of this experimental session participants will actively explore, compete, socialise and disrupt their way into the enquiry: what aspects of the education system are ‘gameful’, and how do different students play?
There is contention around the usefulness of the idea that learners fall into different types. Some research shows that curating teaching based on ‘learning styles’ (sensory processing) is of questionable value. However, evidence from learning analytics shows that there are radically differently behaviours exhibited by students and there are impassioned calls for increased personalisation in education.
After a very brief introduction to some leading theories on student engagement we quickly segue into a ‘Gamer Type’ quiz that will determine participants teams. The teams will then compete live using a series of leading game/learning apps as we delve deeper into the enquiry of what aspects of education are gameful, are there different ways students play and if so, does it matter?
BYO device or phone.
About the authors
Dan Laurence
Dan Laurence is a senior educational designer and has taught Graduate Certificate students on the subject of games in education. In 2015 Dan won the Vice Chancellor’s Teaching Excellence award for his work designing and employing game principles at Swinburne University (and accounting for their impact). The following journal article [ http://rdcu.be/uOJG ] has been published detailing the implementation. Dan has a long prior history working in interactive media and has produced games that are used in in around 40 universities across the world.
By design: Facing the academic challenges of implementing technology enhanced learning in higher education and the example of a third year biology unit
Full paper
Brett Fyfield
Queensland University of Technology
@rainbowhill
Iwona Czaplinski
Queensland University of Technology
@IwonaCzaplinski
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 4
Room L209
Abstract
This paper takes a design research approach to the challenge of transforming learning and teaching in higher education (HE) as it is experienced at the level of an interdisciplinary team composed of content matter experts and specialists in education. It is based on the reflections of members of the team working collaboratively to transform an undergraduate biology unit to improve both student engagement and teaching staff satisfaction.
Using semi-structured interviews and reflective inquiry the authors attempt to uncover the salient features of the process of implementing technology enhanced learning, and generate constructive design solutions. The work is situated in the scholarship of learning and teaching as it encourages "reflection-in-action" and a commitment to sharing what works in STEM teaching and learning in contemporary environments. The teaching team focus on the complex problems of preparation, attendance, and engagement in a series of intensive labs, whilst the professional staff focus on the complex problems of innovation and student engagement in HE.
A number of known and hypothetical learning design principles are integrated with the affordances of the chosen learning environment (OneNote) and used to propose plausible solutions. These solutions are used to iteratively refine the learning environment and reveal new design principles. The paper emphasises the benefits of providing for and supporting the emergence of microcultures, and suggest strategies for those that wish to emulate the approach taken.
About the authors
Brett Fyfield
Brett Fyfield works with people and teams in education to improve learning and teaching through the appropriate use of technology. From his earliest beginnings as a multimedia developer he has designed and developed compelling user experiences in the classroom, online and in the real world that make the most of new media. Currently in his role as Instructional Multimedia Developer at QUT he works with academics, staff and students to develop and support technology enhanced learning. He is dedicated to transforming education through fostering personal and professional growth and promotes the use of design thinking in teams to produce new digital pedagogies. He is interested in understanding how casual conversations become the catalyst for change, and how their transformative power may be harnessed for broader organisational and social change.
Iwona Czaplinski
Iwona holds a Master in Applied Linguistics, an MPhil in Educational research and is currently enrolled in PhD programme in a School of Mathematical Sciences, at Queensland University of Technology (QUT). In her research, Iwona is looking at the ways of assisting modern Science, Technology Engineering and Mathematics (STEM) undergraduate students in becoming expert learners, that is strategic, resourceful and self-regulated. To this end, Iwona investigates students’ learning networks, their networked learning habits and the potential of using better the social, educational and technological affordances offered by new technologies, in the context of ever-changing learning environment.
A cross-disciplinary evaluation of digitally recorded feedback in higher education
Full paper
Michael Phillips
Monash University
@thinkingmike
Tracii Ryan
Monash University
@traciiryan
Michael Henderson
Monash University
@mjhenderson
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 3
Room L206
Abstract
Research demonstrates that assessment feedback created using audio, video, and screencast recordings can offer advantages over text-based feedback. However, the majority of research and experience in this domain has largely been limited to a single disciplinary or cohort context. This project aimed to empirically investigate if recorded feedback (i.e. audio, video, and screencast) could be effectively implemented across different contexts, including disciplines. As part of this, teaching staff from five discrete subjects provided digitally recorded feedback to students on at least one assessment task. Assessment types included various forms of written assignments, completed by individuals or groups of students.
This paper reports on survey data collected from 351 students who received recorded feedback or text-based feedback. Survey respondents were enrolled in five subjects across four disciplines (Education, Pharmacy, Engineering, and Management). To triangulate the survey findings, interview data from nine students are also included. Overall, the findings indicate that students in all disciplines found digitally recorded feedback to be more satisfying, more useful, and more engaging than text-based feedback alone. However, these outcomes differed across contexts; results tended to be elevated in subjects with smaller cohorts, and when richer audiovisual modalities were used. However, in two of the cases students’, while still being overall positive, indicated that the feedback was less clear, usable and satisfying than indicated in other cases. These differences are explored and issues of teacher experience, cohort size, group assessment, and disciplinary cognate traditions are considered.
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.
A framework for program wide curriculum transformation
Full paper
Angela Nicolettou
RMIT University
@ANicolettou
Andrea Chester
RMIT University
Spiros Soulis
RMIT University
@SSoulis
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 2
Room R113
Abstract
Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive.
This paper describes a university-wide approach to developing a framework for program level transformation that is strengths-based, data-informed and design-led. A strengths-based approach builds on good practice, creating a space that is positive and forward looking. Data-informed practice and the inclusion of data wranglers on the project allowed for conversations about the known, unknowns and desirable directions to take place and inform directions. Design-led practices introduced design thinking principles such a building empathy and co-design with students, alumni and industry. The emergent framework has three key stages: vision, design and build. The vision stage focuses on the program team, its students, industry and desired direction for transformation. The design stage focuses on defining challenges, ideating, co-designing and creating a plan for development. The build stage uses a rapid prototyping and iterative approach to development that incorporates user testing early in the stage.
The project has delivered a framework for program level transformation and innovation and has shown that a strengths-based approach that is data informed and engages with students as co-designers has the capacity to unite teams, inform program visions and allow for innovative practices to emerge. Taking a learner experience approach to design also highlighted the value in engaging students and industry in curriculum design from the start of the process rather than simply as end users.
About the authors
Angela Nicolettou
Angela Nicolettou is the Manager of the Digital Learning Team in the College of Design and Social Context at RMIT University. Angela has over 20 years experience in Higher Education, leading numerous curriculum design teams, teaching, program management of Graduate Certificates in tertiary teaching, academic development and educational design. A focus of Angela’s work has been teaching with educational technologies, curriculum design, assessment and sessional teacher training.
Andrea Chester
Andrea is the Head of the School of Education and Deputy Pro Vice-Chancellor, Learning and Teaching at RMIT University. She has a background in psychology education and practice, with more than 20 years experience as an academic. Over the years Andrea has taught across the psychology curriculum, with a particular interest in first year and transition issues and she continues to teach in both first and third year. Her research focuses on learning and teaching, with an emphasis on how social capital can enhance learning. Her work has explored how partnerships between students can be mutually beneficial, how partnerships between staff can enhance reflective practice and how partnerships between students and staff can be leveraged to transform learning.
Spiros Soulis
Spiros Soulis is a Learning Designer in the College of Design and Social Context at RMIT University. Spiros experience spans across ESL and higher education, in leading and managing countless learning design teams as well as high profile projects in learning and teaching. His main research areas are in Design Thinking, design for learning and learner experience.
Blended learning as a disruption in a vocational education building program
Full paper
Meg Colasante
La Trobe University
@meg_colasante
Cathy Hall-van den Elsen
RMIT University
Catch this session
Monday 4 December, 11am - 11.30am
Stream 4
Room L209
Abstract
A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.
About the authors
Meg Colasante
Meg Colasante works at La Trobe University as Lecturer, Educational Development (Digital Learning Strategy), currently within the La Trobe Online team within La Trobe Learning and Teaching. This follows two decades of teaching, educational design, and academic development roles at RMIT University. Meg is also a PhD candidate with Deakin University, studying university teacher practices with digital video.
Cathy Hall-van den Elsen
Dr Cathy Hall-van den Elsen is a retired academic who has worked in learning and teaching for a number of years. Until August 2014 Cathy was the Senior Manager, Academic Development Group in the College of Business at RMIT University. Cathy has contributed to projects associated with the scholarship of learning and teaching, teacher induction, transnational teaching, and innovative teaching practices, and has recently consulted on several projects at RMIT University.
A learning analytics view of students’ use of self-regulation strategies for essay writing
Full paper
Kelly Trezise
University of Melbourne
@Kelly_Trezise
Paula de Barba
University of Melbourne
@paula_barba
David Jennens
Vericus Pty Ltd
@cadmus_io
Alexander Zarebski
Vericus Pty Ltd
Robert Russo
Vericus Pty Ltd
@cadmus_io
Gregor Kennedy
University of Melbourne
Catch this session
Monday 4 December, 10.30am - 11am
Stream 5
Room C204
Abstract
Essay writing is a fundamental part of higher education. Students’ use of self-regulatory skills, such as time management and planning and writing strategies, while writing essays predicts better writing quality. Current characterisations of the relationship between self-regulation and essay writing are limited by the difficulty of assessing self-regulation in real-life essay writing contexts.
This paper reports on a novel approach to examine students’ use of self-regulation strategies in a real-life setting, using learning analytics. Four case studies are presented to illustrate similarities and differences in students’ use of time management and planning and writing strategies. Participants managed their time in very different ways to complete the assignment. They were active over a different number of days, engaged in sessions of different durations, and at different times of the day. The participants used variety of approaches to their writing: one participant started early and allowed editing time, another typed gradually over a number of days, and two participants waited until the due date to complete the essay, with varying amounts of editing. Findings from this research contribute to a novel detailed empirical evidence of different essay preparation behaviour in real-life settings. After further studies with a variety of essay types and student samples, there may be significant value in using the approach outlined in this paper as the basis of tools to provide students with advice and support in their essay preparation.
About the authors
Kelly Trezise
Dr Trezise is currently a Research Fellow at the Melbourne Centre for the Study of Higher Education, working with the Educational Technology Research Group. She also works at the Melbourne School of Psychological Sciences. She is primarily interested in identifying individual differences in patterns of learning. Dr Trezise researches how cognition, emotion, and educational contexts, and their effect on learning processes and educational outcomes. With the CHSE she examines how educational technology and cognition interact during learning. Kelly uses a variety of analytical methods, including finite mixture models, to examine processes that contribute to learning and development. In her PhD completed at the Melbourne School of Psychological Sciences, Kelly examined maths anxiety¬cognition interactions and their relationship with algebraic problem solving in adolescents.
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.
David Jennens
David holds a PhD in Particle Physics from The University of Melbourne on measuring the decay rate of the Higgs Boson into tau lepton pairs. He performed his research in collaboration with the ATLAS experiment at the Large Hadron Collider with the European Organisation for Nuclear Research (CERN) and the Center of Excellence for Particle Physics (COEPP). During this research period he contributed to the ATLAS detector calibrations. This work led to him being included on the ATLAS collaboration author list for several papers, including the discovery of the Higgs Boson. David currently leads a team using data collected through Cadmus to improve the quality of teaching and learning at universities.
Alexander Zarebski
I am an applied mathematician in the University of Melbourne's School of Mathematics and Statistics. After obtaining a Master's degree in mathematics and statistics in 2014, I turned my attention towards modelling infectious diseases, primarily influenza, to produce forecasts of transmission through the population. In addition to my work in quantitative epidemiology, I have a keen interest in education. This has led me to tutor a range of subjects in the School of Mathematics and Statistics. I also work as a data scientist at the technology start-up Vericus where I develop algorithms to analyse students' interactions with educational technology.
Robert Russo
Robert is the Chief Product Officer at Cadmus and is responsible for product strategy. Robert graduated in 2014 from the University of Melbourne with a Masters of Engineering. Under Robert, Cadmus’ focus has been on ensuring all product decisions align with best teaching and learning practice.
Gregor Kennedy
Gregor Kennedy is Pro Vice-Chancellor (Teaching and Learning) at the University of Melbourne and Director of the Melbourne Centre for the Study of Higher Education. Gregor is an international leader in educational technology research and development, particularly in the context of higher education. He has longstanding research interests in contemporary learning design and emerging technologies, educational technology research and evaluation, interactivity and engagement in digital learning, 3D immersive virtual environments, and the use of learning analytics in digital learning environments. He has published widely in these areas and is a regular keynote and invited presenter at local and international conferences. As Pro Vice-Chancellor (Teaching and Learning) Gregor leads the University's strategy in teaching, learning and assessment, curriculum innovation, and the use of learning technologies and learning analytics.