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.
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.
Addressing inconsistency in use of the LMS: A collaborative approach
Full paper
Elizabeth Masterman
University of Oxford, UK
@acitoxford
Catch this session
Monday 4 December, 10.30am - 11am
Stream 1
Room H102
Abstract
Inconsistency in the use of the learning management system (LMS) by academic staff is a source of dissatisfaction among university students in the UK. One solution is to establish a set of minimum standards (or baseline) for LMS use within an individual institution. Another is to supply templates – frameworks for LMS course sites – with a view to providing students with a seamless experience in their interactions with the LMS.
This paper describes how the issue of inconsistency was addressed at a leading research university in the UK through an exploratory project, WebLearn Improved Student Experience (WISE). The widespread devolution of responsibility for site management to administrative staff, together with the ‘maverick’ creation of course sites by those academics who chose to engage with the WebLearn LMS, had resulted in unevenness in students’ access to learning materials. The project team engaged in close collaboration with 19 departments in order to achieve the immediate purpose of improving uptake of, and consistency in, their LMS presence. The ultimate aim was to develop a support package comprising LMS templates and ‘best practice’ guidelines that would enable departments in the future to achieve the same objective, either unsupported or with minimal assistance from the central team of learning technologists. The project was evaluated using a modification of the Innovation Histories method. The evaluation findings additionally threw into relief the complex social and cultural factors at play that can inhibit a consistent student experience in an institutional LMS.
About the authors
Elizabeth Masterman
Liz Masterman holds a PhD in Educational Technology from the University of Birmingham, UK, and is a senior researcher in the Academic IT Services group at the University of Oxford. Her research focused initially on Learning Design; projects included an evaluation of LAMS, and the Phoebe Pedagogy Planner and Learning Designer tools. Liz has also conducted research into the student digital experience, OER and open educational practice. She is currently involved in three institutional projects: a review of the centrally supported LMS, a trial of electronic essay exams, and the design and implementation of a Learning Design model for Oxford. Other activities include editing the Academic IT Services blog and co-ordinating the annual OxTALENT competition, which rewards the creative use of technology in teaching, learning, research and outreach at the University. In 2015 Liz co-chaired the annual conference of the UK’s Association for Learning Technology.
Analysing the learning pathways of students in a large flipped engineering course
Full paper
Carl Reidsema
The University of Queensland
@ReidsemaC
Hassan Khosravi
The University of Queensland
Melanie Fleming
The University of Queensland
@melaniejfleming
Lydia Kavanagh
The University of Queensland
@Lydia64
Nick Achilles
The University of Queensland
Esther Fink
The University of Queensland
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 5
Room C204
Abstract
Recent advancements in educational technologies (learning management systems, online discussion forums, peer-learning tools) coupled with new methods of course delivery (e.g. blended, flipped, MOOCs) provide significant opportunities for universities to deliver challenging, high quality, yet engaging curriculum for students.
In this paper, we examine the variations and similarities of student’s approaches to learning (learning pathways) by examining how well they performed in a large (N ~ 1000 student) first year engineering flipped classroom. The analysis focused on student’s performance in their assessment (formative and summative) as well as their online interaction with a range of online tools purposely built to support students through peer learning and acquisition of resources and expertise. Analysis using k-means clustering reveals that students do in fact adopt a variety of successful pathways through the course. The unique aspects of this work lie in the use of analytics algorithms that whilst perhaps routinely utilised in data mining, are not as well utilised in better understanding patterns (successful or otherwise) of student interactions within a technology enhanced active learning environment that integrates theory with engineering practice.
About the authors
Carl Reidsema
Dr Reidsema’s work is centred around the notion of Transformational Change in Higher Education which is reflected by his success in securing grants and industry funding for research and development in this area exceeding $3M including a 2008 Australian Learning and Teaching Council (ALTC) Project ”Design based curriculum reform” and the 2013 Office of Learning and Teaching (OLT) Project ”Radical transformation: re-imagining engineering education through flipping the classroom in a global learning partnership” partnering with Stanford, Purdue, Pittsburgh, Sydney and RMIT universities. He has received numerous nominations and awards for teaching including the UNSW Vice Chancellor’s Teaching Excellence Award in 2006 and has over 60 peer-reviewed publications in engineering education and design. He is regularly invited to speak on the topic of transformational change and innovative curriculum at Universities and Industry events.
Hassan Khosravi
Dr Hassan Khosravi is a Senior Lecturer in the Institute for Teaching and Learning Innovation and an Affiliate Academic in the School of Information Technology and Electrical Engineering in the Faculty of Engineering, Architecture and Information Technology both at the University of Queensland. As a computer scientist by training, Hassan is passionate about the role of machine learning in the future of education. His research contributes to personalising education and translating traditional on-campus learning to authentic flexible learning in vibrant digital environments that better suit the needs and expectations of a digitally minded generation. In particular, his aim is to employ exemplary techniques from the fields of machine learning, data mining, learning analytics, and education to design, implement, validate and deliver solutions that use the digital footprints of learners towards improving students’ learning and enhancing their learning experience.
Melanie Fleming
Melanie’s research interests particularly focus on areas that enhance the student learning experience. These include first year pedagogy, and transitions to professional practice. She has developed novel methods to investigate student skills in programming, engineering and other disciplines drawing on social cognitive career theory, (particularly self-efficacy theory). Her current research interests involve linguistic analysis of student work drawing on sentiment analysis using computational linguistics and systemic functional linguistics techniques. She has worked on a number of projects to develop new learning technologies with student centred design principles. She has held consultant research and statistics positions in a variety of roles disciplines. Her previous work involved development of the first year experience, internationalisation of curriculum, work integrated learning and a range of other strategic priority areas. She is an educational researcher in the Faculty of Engineering, Architecture and Information Technology.
Lydia Kavanagh
Lydia combines professional engineering experience with a deep commitment to teaching, learning and leading in higher education. Her experience in industry allows her to embed authenticity in her teaching, and her commitment to HE has been recognised through Principal Fellowship with the Higher Education Academy.
In 2009, Lydia was appointed Director, First Year Engineering at The University of Queensland (UQ), where she transformed that program - today UQ enrols more than 900 BE students per year who engage in embedded authentic experiences from Day 1.
In 2011, she successfully led a national competitive grant project focused on ensuring successful student teamwork. In 2012, she was awarded a national Award for Teaching Excellence, and in 2014 she co-led an international project championing ‘flipped classrooms’. At UQ, her leadership has included establishing a T&L Development Program for early-career academics and co-founding a dual-Faculty centre (eLIPSE: eLearning Innovations and Partnerships in Science and Engineering), which is leading eLearning innovation through enabling collaborative partnerships.
Nick Achilles
Nicholas Achilles graduated at The University Of Queensland (UQ) with a bachelor’s degree in Information Technology. Since then, Nicholas has been working as a professional software developer within the “Centre for eLearning Innovations and Partnerships in Science and Engineering” (eLIPSE) at UQ. The variety of projects in this centre is diverse; ranging from data visualisation and processing, to machine learning applied to student personalisation, to web scalable student learning tools. Nicholas has been fortunate enough to work in all of these areas, primarily as a full stack developer. His professional goals are targeted at indulging in industry leading software development techniques, with a goal of transitioning into a backend specialist role. In his personal time, Nicholas works with wood, or bakes sweets which he then takes to picnics.
Esther Fink
Esther Fink is an eLearning Educational Designer who supports both faculty/school teaching and learning leaders and academic staff with the design, development, implementation and evaluation of online and blended learning. Her experience in higher education and vocational education spans 3 continents and 20 years.