CMALT cMOOC: Developing a scalable lecturer professional development framework
Full paper
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Vickel Narayan
Auckland University of Technology
@vnarayan
Catch this session
Monday 4 December, 11am - 11.30am
Stream 2
Room R113
Abstract
This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative engagement with innovative teaching practice is recognised via established international peer-based professional accreditation pathways such as CMALT (Certified Member of the Association for Learning Technology). Informed by a design based research methodology, the CMALT cMOOC leverages a network of national and international collaboration and innovative teaching expertise, providing an agile and scalable framework to support the development of participants’ CMALT portfolios as evidence of critical engagement with new modes of practice and enhanced student outcomes. The cMOOC is designed based upon up-scaling the researchers’ community of practice (COP) model of lecturer professional development (Cochrane & Narayan, 2016c). Key to this model is the embedding of the scholarship of technology enhanced learning or SOTEL (Haynes, 2016), within lecturer praxis supported by a collaborative curriculum design process. The cMOOC provides a framework to support the development of lecturer COPs across a series of several weeks of participation throughout the academic year. The cMOOC is not conceptualised as a professional development course in the traditional sense, rather a mutual and collaborative initiative of willing participants to work together in order to enhance their understanding and knowledge of technology enhanced learning and teaching. Participation in the cMOOC is open, free and largely participant driven.
About the authors
Thomas Cochrane
Dr Thomas Cochrane is an academic advisor and senior lecturer in educational technology, the Centre for Learning And Teaching, Auckland University of Technology, New Zealand. Thomas is the coordinator of the Ascilite mobile learning special interest group, and a mobile learning researcher/practitioner. http://orcid.org/0000-0002-0192-6118
Vickel Narayan
Vickel Narayan is a Learning and Teaching Consultant at the Centre for Learning and Teaching (CfLAT) at the Auckland University of Technology.
PhD (Murdoch), MComp, PGDComp, GDHE, BSc (Comp Sc & Info Sys)
http://orcid.org/0000-0002-6833-706X
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.
Conference Program
7.30am
| Registration desk opens | H102 |
| Tea and coffee available in the exhibition | Refectory |
8.30am – 9am
| Session title | Presenters | Type | Location |
| Welcome session | Chair: Professor Helen Partridge | Welcome | H102 |
9am – 10am
| Session title | Presenters | Type | Location |
| Keynote address: From blended learning to analytics: Why we keep getting IT wrong? | Professor James Arvanitakis | Keynote | H102 |
10am – 10.30am
| Morning tea | Refectory |
10.30am – 11am
| Session title | Presenters | Type | Location |
| Addressing inconsistency in use of the LMS: A collaborative approach | Elizabeth Masterman | Full paper | H102 |
| Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (“me”) and collectively guide the institution (“us”) | Maria Northcote, Kevin Gosselin, Peter Kilgour, Catherine McLoughlin, Chris Boddey | Full paper | R113 |
| Competence-based assessment and digital badging as guidance in vocational teacher education | Sanna Brauer, Pirkko Siklander | Full paper | L206 |
| Evaluating the sustainability of tablet devices in blended learning | Cynthia Nicholas Palikat, Paul Gruba | Full paper | L209 |
| A learning analytics view of students’ use of self-regulation strategies for essay writing | Kelly Trezise, Paula de Barba, David Jennens, Alexander Zarebski, Robert Russo, Gregor Kennedy | Full paper | C204 |
11am – 11.30am
| Session title | Presenters | Type | Location |
| Me, Us and IT: Insiders’ views of the complex technical, organisational and personal elements in using virtual worlds in education | Sue Gregory, Brent Gregory, Denise Wood, Scott Grant, Sasha Nikolic et al | Full paper | H102 |
| CMALT cMOOC: Developing a scalable lecturer professional development framework | Thomas Cochrane, Vickel Narayan | Full paper | R113 |
| A framework for the analysis, comparison and evaluation of e-assessment systems | Pedro Isaias, Paula Miranda, Sarah Pifano | Full paper | L206 |
| Blended learning as a disruption in a vocational education building program | Meg Colasante, Cathy Hall-van den Elsen | Full paper | L209 |
| Recipes for institutional adoption of a teacher-driven learning analytics tool: Case studies from three Australian universities | Lorenzo Vigentini, Elsuida Kondo, Kevin Samnick, Danny Liu, Deb King, Adam Bridgeman | Full paper | C204 |
11.30am – 12pm
| Session title | Presenters | Type | Location |
| Challenges and tensions in the role of the LMS for medical education: Time for the “next generation LMS”? | Jill Lyall, Katharina Freund, Alexandra Webb | Full paper | H102 |
| A framework for program wide curriculum transformation | Angela Nicolettou, Andrea Chester, Spiros Soulis | Full paper | R113 |
| A cross-disciplinary evaluation of digitally recorded feedback in higher education | Michael Phillips, Tracii Ryan, Michael Henderson | Full paper | L206 |
| Variations in coherence and engagement in students’ experience of blended learning | Feifei Han, Robert Ellis | Full paper | L209 |
| Analysing the learning pathways of students in a large flipped engineering course | Carl Reidsema, Hassan Khosravi, Melanie Fleming, Lydia Kavanagh, Nick Achilles, Esther Fink | Full paper | C204 |
12pm – 1.30pm
| Lunch | Refectory |
12.15pm – 1.15pm
| ASCILITE AGM | H102 |
1.30pm – 1.50pm
| Session title | Presenters | Type | Location |
| Monash Rocks: The first step in an augmented reality journey through deep time | Barbara Macfarlan, Marion Anderson, Julie Boyce, Tom Chandler, Thomas Bochynek, Mike Yeates, Colin Maynard | Concise paper | H102 |
| Improving the undergraduate science experience through an evidence-based framework for design, implementation and evaluation of flipped learning | Yvonne Davila, Elaine Huber, Jorge Reyna, Peter Meier | Concise paper | R113 |
| A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university | Jean-Christophe Froissard, Danny Liu, Deborah Richards, Amara Atif | Concise paper | L206 |
| Quantext: Analysing student responses to short-answer questions | Jenny McDonald, Adon Moskal | Concise paper | L209 |
| Me in a minute: A simple strategy for developing and showcasing personal employability | Trina Jorre de St Jorre, Liz Johnson, Gypsy O’Dea | Concise paper | C204 |
1.50pm – 2.10pm
| Session title | Presenters | Type | Location |
| Visualising mixed reality simulation for multiple users | Michael Cowling, James Birt | Concise paper | H102 |
| Using an e-authoring tool (H5P) to support blended learning: Librarians’ experience | Sarika Singh, Kirstin Scholz | Concise paper | R113 |
| Defining “data” in conversations with students about the ethical use of learning analytics | Abi Brooker, Linda Corrin, Negin Mirriahi, Josie Fisher | Concise paper | L206 |
| Knowing when to target students with timely academic learning support: Not a minefield with data mining | Elizabeth McCarthy | Concise paper | L209 |
| Social media in enabling education | Susan Hopkins | Concise paper | C204 |
2.10pm – 2.30pm
| Session title | Presenters | Type | Location |
| Using virtual and augmented reality to study architectural lighting | James Birt, Patricia Manyuru, Jonathan Nelson | Concise paper | H102 |
| Explaining learning achievement in student experience of blended learning: What can a sociomaterial perspective contribute? | Feifei Han, Robert Ellis | Concise paper | R113 |
| Understanding students’ views on feedback to inform the development of technology-supported feedback systems | Linda Corrin, Paula de Barba | Concise paper | L206 |
| Transforming exams: How IT works for BYOD e-exams | Mathew Hillier, Andrew Fluck | Concise paper | L209 |
2.30pm – 3pm
| Session title | Presenters | Type | Location |
| Get to know the ASCILITE SIGs (Special Interest Groups) | Hazel Jones, Colin Simpson, Mathew Hillier, Thomas Cochrane, Cassandra Colvin, Linda Corrin, Sakinah Alhadad, Julie Willems, Leanne Cameron | ASCILITE session | H102 |
| Learning analytics: What’s in it for me (the teacher) and us (myself and my students)? | Cathy Gunn, Claire Donald, Jenny McDonald | Lightning round | R113 |
| Micro-credentialing is the future of higher education | Ekaterina Pechenkina, Juliet Buchanan | Debate | L206 |
Lightning talks
|
L209 | ||
| Becoming an AJET author or reviewer | Michael Henderson, Eva Heinrich, Petrea Redmond | ASCILITE session | C204 |
3pm – 3.30pm
| Afternoon tea | Refectory |
3.30pm – 4.30pm
| Session title | Presenters | Type | Location |
| Dramaturgy: A sociological perspective for conceptualising Me. Us. IT in the context of online learning | Dawn Gilmore | Experimental session | H102 |
| Technology enhanced academic development: Exploring approaches for professional learning in higher education | Katharina Freund, Sarah Thorneycroft, Emily Rutherford, David Bruce Porter, Carole Hunter | Open fishbowl | R113 |
| Future happens: Hack your way to influencing and changing pedagogical and technological strategy and practice | Peter Bryant | Experimental session | L209 |
| Critical perspectives on mobile AR and VR from the ASCILITE Mobile Learning SIG | Thomas Cochrane, Helen Farley, Claudio Aguayo, James Birt, Michael Cowling, Roger Edmonds | ASCILITE session | L209 |
| Playing the education system: Competing, exploring, socialising, distrupting, but always engaging | Dan Laurence | Experimental session | T120 |
4.30pm – 5.30pm
| Welcome reception | Refectory |
6pm – 7.30pm
| Schools night | Refectory |
6pm – 8.30pm
| Star gazing | R113 and Gumbi Gumbi Gardens |
6.30pm onwards
| Dine around | Various |
8am
| Registration desk opens | H102 |
| Tea and coffee available in the exhibition | Refectory |
7.30am – 8.30am
| ASCILITE Conference first timers’ breakfast | Refectory |
9am – 9.30am
| Session title | Presenters | Type | Location |
| Welcome and ASCILITE awards | Chair: | Welcome | H102 |
9.30am – 10.30am
| Session title | Presenters | Type | Location |
| Keynote address: Robotics in the future of work | Marita Cheng | Keynote | H102 |
10.30am – 11am
| Morning tea | Refectory |
11am – 11.20am
11.20am – 11.40am
11.40am – 12pm
12pm – 12.30pm
12.30pm – 1.30pm
| Lunch | Refectory |
12.45pm – 1.15pm
| TEL Edvisor SIG chat | R113 |
1.30pm – 3pm
| Session title | Presenters | Type | Location |
| Exploratory panel: Privacy, trust, student data, and the university | Barney Dalgarno (chair), Jasmine Thomas, Kate Young, Kirsty Kitto, Allan Christie | Panel | H102 and free online session – no registration required! |
3pm – 3.45pm
3.45pm – 4.45pm
| Session title | Presenters | Type | Location |
| Are learning analytics leading us towards a utopian or dystopian future, and what can we as practitioners do to influence this? | Cassandra Colvin, Malcom Burt, Sue Gregory, Cathy Gunn, David Jones, Gregor Kennedy, Dirk Ifenthaler, Greg Thompson | ASCILITE session | H102 |
| Learning Design SIG | Eva Dobozy, Leanne Cameron | ASCILITE session | R113 |
| 2017 Year of Open: Is it worth celebrating in Australia? | Amelia Dowe, Tamara Heck, Neil Martin, Adrian Stagg, Catherine Wattiaux | Open fishbowl | L206 |
| Transforming exams: Stories from across Australia: ASCILITE e-Assessment SIG | Mathew Hillier, Andrew Fluck, Michael Cowling, Kenneth Howah, Matt Bower, Scott Grant, Amy Hubbell | ASCILITE session | L209 |
| Assuring quality online learning: The ASCILITE Technology Enhanced Learning Accreditation Scheme (TELAS) | Dominique Parrish | ASCILITE session | C204 |
| Speed editing with an AJET editor | AJET Editorial Team | ASCILITE session | T125 |
6.15pm – 11pm
| Dinner | Picnic Point |
8.30am
| Registration desk opens | H102 |
| Tea and coffee available in the exhibition | Refectory |
9.30am – 10.30am
| Session title | Presenters | Type | Location |
| Keynote address: Internet of Things, technology and our future | Amber Case | Keynote | H102 |
10.30am – 11am
| Morning tea | Refectory |
11am – 11.30am
| Session title | Presenters | Type | Location |
| The pedagogy-technology nexus: Bridging the divide between academic and student perspectives on educational technologies | Karin Barac, Sarah Prestridge, Katherine Main | Full paper | H102 |
| Flipping diverse classrooms: Instructor experiences and perceptions | Ekaterina Pechenkina | Full paper | R113 |
| Generating learning through the crowd: The role of social media practices in supporting students as producers at scale | Peter Bryant | Full paper | L206 |
| By design: Facing the academic challenges of implementing technology enhanced learning in higher education and the example of a third year biology unit | Brett Fyfield, Iwona Czaplinski | Full paper | L209 |
| Using the perceptions of online university students to improve the pedagogy and practice of distance educators: Them helping us to improve IT | David Bolton, Maria Northcote, Peter Kilgour, Jason Hinze | Full paper | C204 |
| The role of IT in prisoner education | Jane Garner | Full paper | T125 |
11.30am – 12pm
| Session title | Presenters | Type | Location |
| The changing nature of student engagement during a digital learning task | Paul Wiseman, Jason Lodge, Amaël Arguel, Gregor Kennedy | Full paper | H102 |
| Online global collaboration: Affordances and inhibitors | Julie Lindsay, Petrea Redmond | Full paper | R113 |
| Metaphors postgraduates use to depict their student experience: Individual, community and digital presence | Shelley Kinash, Linda Crane, Gary Hamlin, Amy Bannatyne | Full paper | L206 |
| From how to why: Student experiences of a university’s technology-enhanced learning over five years | Carol Russell | Full paper | L209 |
| Women and rural people’s participation in tertiary education through internet resources in India: A narrative inquiry | Sandeep Kaur Sandhu | Full paper | C204 |
| Developing an Australian Open Educational Practice SIG | Carina Bossu, Adrian Stagg | ASCILITE session | T125 |
12pm – 12.30pm
| Session title | Presenters | Type | Location |
| Internet of Things (IoT), PBL and 3D holographic modelling for smart agriculture education at The University of Queensland | Kim Bryceson, Amando Navas Borrero, Fabian Vasuian | Full paper | H102 |
| Using Cultural-Historical Activity Theory to describe a university-wide blended learning Initiative | Anselm Paul | Full paper | R113 |
| Student generated multimedia for supporting learning in an undergraduate physiotherapy course | Susan Coulson, Jessica Frawley | Full paper | L206 |
| It takes a village: Supporting the integration of digital textbooks in higher education | Debborah Smith | Full paper | L209 |
| Constructive alignment of materials in tertiary programs | Sook Jhee Yoon, Paul Gruba | Full paper | C204 |
| Developing a Digital Equity SIG | Julie Willems, Helen Farley, Chris Campbell | ASCILITE session | T125 |
12.30pm – 1.30pm
| Lunch | Refectory |
1.30pm – 2.30pm
| Session title | Presenters | Type | Location |
| Closing address: Reflecting on the past and imagining the future | Barney Dalgarno | H102 |
2.30pm – 3.30pm
| Closing reception | Courtyard |
Three post conference workshops will run on Thursday 7 December. Please note these are not included in the conference registration. Separate registration is required. More information about workshops.
9am
| Registration desk opens | R Block Level 1 |
10am – 1pm
| Session title | Presenters | Type | Location |
| Workshop 1: It’s Pedagogy GO with location-based mobile learning games | Roger Edmonds | Workshop | Z125 |
10am – 1.30pm
| Workshop 2: Transforming exams – hands on with the technology | Mathew Hillier, Andrew Fluck, Martin Coleman | Workshop | T125 |
10am – 4pm
| Workshop 3: Mobile virtual reality | Thomas Cochrane and David Sinfield | Workshop | T122 |
Exploratory panel: Privacy, trust, student data, and the university
Join us for a thought-provoking, and sometimes challenging, discussion on privacy, trust, student data and the university. This important discussion will be open and free for all to attend online.
Applications such as Facebook, Gmail, Twitter, and iTunes offer users convenience, connection, and content for no perceived upfront cost, but the currency of digital citizenship is privacy. Data collection, use, and resale by global companies reinforces the perception of private information as a commodity, with ethical, legal, and technological consequences largely unexplored.
As higher education institutions increasingly collect and use data, questions arise over student privacy and the impact on a relationship of trust. This is exacerbated by the use of third-party (and often commercial) products in the curriculum; from publisher texts and online resources that require unique student log-in, to test banks that track individual student performance, to the integration of services like Google+ and Facebook into learning and teaching activities. Furthermore, questions arise when companies dealing with student data are purchased by commercial interests and the data is seen as ‘goods and chattels’ in the company sale.
This panel seeks to explore emerging ethical, legal, educational, and technological issues surrounding the collection and use of student data by universities, and the impact these strategies have on student trust and privacy.
The session will be live-streamed and accessible either in-person at the conference, or online.
Please join us for what will be a thought-provoking, and sometimes challenging, session at ASCILITE 2017.
For those not able to attend the seminar, you can follow along via Twitter using the conference hashtag #ascilite17
About the panellists
Catch this session
Tuesday 5 December, 1.30pm – 3pm
Room H102 Allison Dickson Lecture Theatre
Live streamed via Zoom
Barney Dalgarno (facilitator)
Professor Barney Dalgarno is Director of Learning Online at Charles Sturt University, leading strategic innovation for Australia’s largest online learning provider. Professor Dalgarno’s research contributions have been in three broad areas: the relationship between learning technology and learning theory; learning in polysynchronous learning environments, including 3D virtual environments; and university teacher and student use of learning technologies. He has had international influence over many years through journal editorship, conference program committee leadership, and assessing of teaching awards and research grants for international bodies. He has obtained numerous grants and consultancies for higher education research and innovation and has authored over 75 refereed publications. Professor Dalgarno has received recognition for his innovative teaching and research including ALTC Citations in 2007 and 2011 and a 2013 ASCILITE Fellow Award.
Jasmine Thomas
Jasmine holds a Bachelor of Laws (hons) (USQ) and Graduate Certificate of Art and Design (UNSW). She has lectured in e-commerce law, privacy law and postgraduate legal research methodology. Her research interests lie in the areas of technology law, privacy law and legal ethics. She investigated technology use and the priority of place in lawyers’ ethics for her PhD (USQ) thesis, awarded in 2017.
Kirsty Kitto
Kirsty Kitto (@kirstykitto) is a Senior Lecturer at the University of Technology Sydney (UTS). She models the ways in which humans interact with complex information environments, paying special attention to the interdependencies between language, attitudes, memory and learning. She works in the Connected Intelligence Centre (CIC) where she is seeking new ways of using data to help people navigate an increasingly connected world. She is currently leading a project funded by the Australian government which is developing xAPI based solutions for instructors who want to teach “in the wild” beyond the LMS, and a grant funded by Graduate Careers Australia which is seeking to use xAPI to use learning analytics to help university students work towards developing evidence about their skills and capabilities in a chosen career. In past roles, Kirsty has worked on many projects in partial secondments to QUTs Learning and Teaching Unit, including the Learning Futures project, the creation of a new generation of teaching performance metrics, and the REAL employability project.
Kate Young
Kate Young is currently studying a Bachelor of Health( Biomedical Science Major) as a pathway to medicine (however at the same time is totally prepared to fall in love with an area and end up in research!). Kate balances mixed-mode study with work and family, and is currently the Meet-Up Leader for Chemistry 1 and Chemistry 2, and is the president of the USQ Club of Science.
Allan Christie
Allan is currently the Vice-President, eLearning for Blackboard APAC and this reflects his 30+ years of experience as both an academic and industry leader in the area of eLearning. During his academic career, Allan published extensively and presented at many national and international conferences and was recognised for Excellence in Teaching and Learning at the University of South Australia. Through his long industry association with ASCILITE he was awarded a Life Member of the Society in 2003 and currently has the role of Treasurer. Allan has taken on a “thought-leadership” role in the region which includes conference presentations, panel membership, industry association involvement and social media (blog, twitter) engagement.
Workshops
Workshops will run on Thursday 7 December. There are three workshops available.
Please note: workshops are not included in the conference registration price and separate registration is required.
Workshop 1: It’s Pedagogy GO with location-based mobile learning games
Facilitator: Roger Edmonds
What can bonsai tells us about authentic learning with educational technology?
In this interactive workshop we will take you through all the steps of designing and developing a location-based mobile learning game using an online platform which is made for anyone to use to create and explore stories at locations of their choosing.
We’ll begin indoors by sharing our recent experiences in designing, developing and delivering location-based mobile learning games into courses across multiple disciplines in a University setting. Next, it’s outdoors into the adjacent Japanese Gardens to play a prototype location-based mobile learning game with your smart mobile devices. We then return inside to deconstruct how it was designed and developed.
Then it’s your turn.
In small groups (or individually) you’ll begin to create your own prototype location-based mobile learning game. We will start with the scope, consider narratives, show how to add media to locations and implement means of interactivity and simple gamification techniques. You will digitize the games in an online gamemaker, and spend the last 30 minutes of the workshop playing your games on your own mobile phones. This way, we’ll study location-based mobile learning games in a very practical way. At the end, you’ll understand what the underlying principles of location-based mobile learning games are and what challenges have to be dealt with in their design and development. Having created your own prototype mobile game, you’ll be ready to start doing so in your University or institution.
Before the workshop please download and install the free Mobile Learning Academy app on your iOS or Android phone from either the Apple App Store or Google Play. Delegates will also need to bring a wifi enabled laptop computer to the workshop. Plus, don’t forget to bring a long hat and sunglasses!
About the facilitator
Roger Edmonds
Roger is an online educational designer at the University of South Australia and has presented both internationally and nationally on location-based mobile learning. He is co-managing a project to inform the development of a framework that will guide contextually based mobile learning in the University. The project won a UniSA citation for its outstanding contribution to digital learning, a teaching excellence award for student experience within the UniSA Business School and was shortlisted in the global Wharton QS Stars Reimagine Education Award, all in 2016. Roger’s past projects have won finalist status in the 2011 Computerworld Honours Program and a Brandon Hall Silver Award for excellence in eLearning in 2003. He was also awarded the Centenary Medal of Australia in recognition for his lead role developing Australia’s Centenary of Federation’s Connecting-the-Kids online project.
Thursday 7 December
10am – 1pm
Venue: Z125
Capacity: 20
Registration fee: $100 (includes light lunch)
Workshop 2: Transforming exams – hands on with the technology
Facilitators: Mathew Hillier, Andrew Fluck, Martin Coleman
This is a free workshops sponsored by the Australian Government Department of Education and Training funded project Transforming Exams (Grant ID 15-4747). For more details, visit the project website.
This workshop will explore the rationale behind the OLT e-Exam system for high stakes exams, however, the majority of the session will be spent getting hands-on with the technology!
Participants will explore different features or modes of the e-Exam system. Starting with paper-equivalent exams centred on word documents, through to post-paper exams that can use spreadsheets, multimedia, third party software tools and potentially an off-line Moodle.
From a pedagogical viewpoint, the e-Exam system aims to promote authentic assessment using realistic ‘e-tools of the trade’ to enable constructed activity types in the exam room (Hillier & Fluck 2013, Fluck & Hillier 2014). However, we face a number of challenges in implementing such a dramatic shift. One of these is the need to re-think how high stakes assessments can be designed and deployed. This session will provide some inspiration by way of hands-on examples.
The running of an e-exam needs to be doable within the resources and environment of contemporary universities. The project team have recently developed guides and graphical user tools to help with the transfer of data and set-up of e-Exam USBs. Workshop participants will have an opportunity to test drive the GUI Admin tool and other approaches to administering e-Exam USBs.
The Transforming Exams Across Australia project has evolved to include 10 Australian universities, a national accreditation agency and several ‘birds of a feather’ international institutions. The project is running 2016 to 2018. Visit the project website for further information.
Participants will need to bring a compatible laptop. For further information, see requirements [PDF].
About the facilitators
Mathew Hillier
Mathew specialises in e-assessment and e-exams and teaches into the academic staff development program at Monash University leading the ‘technology and space’ theme. 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. Mathew is currently the leader of a half million dollar ‘Transforming Exams’ project developing a tool set for authentic, computerised, high-stakes assessment (e-Exams) covering 10 university partners. More about Mathew.
Andrew Fluck
Andrew is a teacher educator at the University of Tasmania, Australia. He has an interest in curriculum transformation through the use of computers; and is Chair of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. Andrew is the originator of the idea of using Bootable storage devices (first CD-Roms and then USBs sticks) for examinations. He has over a decade of experience in the design of post-paper examinations and the technology tools and logistics required to run successful exams both on campus and at distant exam centers. More about Andrew.
Martin Coleman
Martin is currently the lead technology developer on the ‘Transforming Exams’ national project. He has many years experience in developing Linux based technologies and in troubleshooting software and equipment. He has developed the most recent version of the e-Exam student component and a brand new Administrative tool designed to support the deployment of computerised exams.
Thursday 7 December
10am – 1.30pm
Venue: T125
Capacity: 40
Registration fee: Free (includes light lunch)
Workshop 3: Mobile virtual reality
Facilitators: Thomas Cochrane and David Sinfield
The workshop will explore user generated mobile 360 video production and integration into interactive virtual reality environments for education. Participants will experience using a low-cost, BYOD, rapid prototyping framework to create and share their own immersive mobile VR scenarios. Participants will need to bring their own mobile devices, including a smartphone and wifi enabled laptop. The workshop will explore the unique affordances of mobile devices for enabling participant-generated content and experiences using mobile VR.
Mobile Virtual Reality (VR) and Augmented Reality (AR) are anticipated to become multi-billion dollar industries in the near future, but how will this impact higher education? This workshop will introduce the basics of mobile Virtual Reality to explore and discuss the potential and issues surrounding the rapidly developing field of mobile Virtual Reality. Building upon the development of simple ecosystems for user-generated mobile VR, such as Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. We will discuss the potential of mobile VR for user generated content and contexts, and share recent practice-based research, and invite interaction from the wider ASCILITE conference attendees.
About the facilitators
Thomas Cochrane
Dr Thomas Cochrane is an academic advisor and senior lecturer in educational technology, the Centre for Learning And Teaching, Auckland University of Technology, New Zealand. Thomas is the coordinator of the Ascilite mobile learning special interest group, and a mobile learning researcher/practitioner. More about Thomas.
David Sinfield
David is a senior lecturer and programme director at Auckland University of Technology, New Zealand. He has created a new undergraduate programme that captured the aspects of Graphic Design, Moving Image and new technologies, such as mobile devices, AR and VR integrated within the undergraduate programme. In 2015 he was awarded the Vice Chancellor’s teaching excellence awards at AUT. He has worked in the field of Graphic Design and Visual Communications (specialising in typographic design and moving image) for over thirty years both nationally and internationally.
Thursday 7 December
10am – 4pm
Venue: T122
Capacity: 20
Registration fee: $150 (includes light lunch)
Star Gazing
ASCILITE 2017 provides you and your family with the opportunity to be an amateur astronomer for the night!
Internationally-renowned astrobiologist and astronomer Associate Professor Jonti Horner and the Astronomy Outreach Team from the University of Southern Queensland will take you on a cosmic journey of our Solar system and beyond.
Jonti will share his knowledge of the birth of the solar system to modern day astronomical events, a tale of violence and destruction, featuring craters, comets, and even the death of the dinosaurs!
The USQ Astronomy Team will then help you to find some of the famous constellations in the night sky using both naked eye observation and telescopes, and answer any questions you might have about astronomy and our place in the Universe.
The agenda for the evening will be:
- 6.00 – 7.00: Talk in R113
- 7.00 – 7.30pm: Refreshment break and walk to Gumbi Gumbi gardens
- 7.30 – 8.30: Star viewing
This event is open to all ASCILITE delegates and their families.
Registration is free but places are limited! Register now!
Date: Monday 4 December 2017
Time: 6pm – 8.30pm
Venue: R Block Room 113 (and the Gumbi Gubmi Gardens)
Campus map
Schools Night
As part of ASCILITE 2017, USQ is hosting a Schools Night so that primary and secondary educators and administrators can participate in the edtech showcase featuring some of Australia’s leading edtech designers and companies.
The night will feature ASCILITE 2017 keynote speaker Marita Cheng.
The Gender Divide
Marita Cheng, 2012 Young Australian of the Year, will share the leadership skills, creativity and steadfastness that it took for her to start Robogals and grow it to chapters in Australia, the UK, USA and Japan, all while studying full-time at University. Robogals teaches young girls robotics as a way to encourage participation in engineering and technology careers, and has taught 60,000 girls in 10 countries.
Educators and administrators interested in using educational technologies to impact the digital literacies of their students and provide a coherent transition from secondary school to university.
Primary and secondary teachers and administrations, we’d love to see you there!
Registration is free but places are limited!
About Marita Cheng
Marita Cheng was the 2012 Young Australian of the Year and is a technology entrepreneur and women in technology advocate. Marita Cheng is the founder and CEO of aubot (formerly 2Mar Robotics), which makes a telepresence robot, Teleport, for kids with cancer in hospital to attend school, people with a disability to attend work and to monitor and socialise with elderly people. As well as telepresence robots, Aubot does research and development in robotic arms, virtual reality and autonomous mapping and navigation.
Aubot has been recognised on a global scale through the Forbes 30 Under 30 Asia in 2016, and through being called “the coolest girl at CES 2014” by VentureBeat magazine. Marita has presented about Teleport at the M.A.P. International CEO Conference in the Philippines in 2016, MIT Technology Review EmTech Singapore in 2015, and the 2014 World Entrepreneurship Forum in Lyon France.
While studying at Singularity University’s flagship 10-week program, the Graduate Studies Program, located at NASA Ames and on a full scholarship funded by Google, Marita cofounded Aipoly with Alberto Rizzoli. Profiled in TechCrunch within a week of the first prototype being made, Aipoly allows blind people to recognise objects using computer vision and has been downloaded 250,000 times in 7 languages since its launch at CES 2016.
Marita was named the 2012 Young Australian of the Year for demonstrating vision and leadership well beyond her years as the Founder and Executive Director of Robogals Global. Noticing the low number of girls in her engineering classes at the University of Melbourne, Marita rounded up her fellow engineering peers and they went to schools to teach girls robotics, as a way to encourage girls into engineering. While on academic exchange at Imperial College London, Marita expanded the group to London and through innovation and sheer will, Marita then expanded Robogals throughout Australia, the UK, the USA and Japan. The group runs robotics workshops, career talks and various other community activities to introduce young women to engineering.
Robogals has now taught 70,000 girls from 11 countries robotics workshops across 32 chapters. Robogals has been internationally recognised though the Global Engineering Deans Council Diversity in Engineering Award (2014), Grace Hopper Celebration’s Anita Borg Change Agent Award (2011), and the International Youth Foundation’s YouthActionNet Fellowship (2011).
Marita regularly travels around Australia presenting her work including appearing on Q&A on ABC beside two Nobel Laureates and the Chief Scientist of Australia (TV audience 600,000), and alongside Ashton Kutcher at Lenovo’s #TechMyWay (online audience 35,000). As well, she has presented overseas at Foxconn’s H.Spectrum by Yonglin Healthcare Startup Conference in Taiwan (2016), the 37th Kumon Japan Instructors Conference in Japan (2016), the World Engineering Education Forum in Dubai (2014), and the World Association of Girl Guides and Girl Scouts’ World Conference in Hong Kong (2014).
Marita was born in Cairns, Queensland, Australia. She grew up in housing commission with her brother and single-parent mother, who worked as a hotel room cleaner. She graduated from high school in 2006 in the top 0.2% of the nation, and that year was awarded Cairns Young Citizen of the Year for her volunteering and extra-curricula efforts, which included winning awards for mathematics, Japanese and piano. Marita speaks English, Cantonese and Japanese.
Marita has a Bachelor of Engineering (Mechatronics) / Bachelor of Computer Science from the University of Melbourne. She serves on the boards of Robogals Global, the Foundation for Young Australians, and RMIT’s New Enterprise Investment Fund, where she helps decide on startup investments, the Victorian State Innovation Expert Panel, and the Clinton Health Access Initiative’s Tech Advisory Board. In her spare time, Marita enjoys reading, travelling and daydreaming.
Date: Monday 4 December 2017
Time: 6pm – 7.30pm
Venue: R Block Refectory
Campus map
Keynote Speakers
Video interviews with our keynote speakers now available! See below.
Professor James Arvanitakis: From blended learning to analytics: Why we keep getting IT wrong?
Within the educational setting, the promises of technology rarely live up to what is delivered. Be it a lack of commitment, tools that fail to deliver the flexibility desired, faculty resistance or failure to commit resources, students frequently feel let down and educators are often frustrated. While most of us aim to ensure that the pedagogy trumps technology, it is more likely to that the pedagogy is shaped by the technology we can utilise. In this presentation, I will draw on a cross cultural project involving Australian and Indian universities to outline how we can better deliver the programs we promise with the technology available, rather than being held hostage by it.
Post-keynote interview
Shelley Kinash from USQ’s Office for the Advancement of Learning and Teaching interviewed our first keynote, James Arvanitakis.
About Professor James Arvanitakis
w jamesarvanitakis.net | t @jarvanitakis
Professor James Arvanitakis is the Dean of the Graduate Research School at Western Sydney University. He is also a lecturer in Humanities and a member of the University’s Institute for Cultural and Society. James was also the founding Head of The Academy at Western Sydney University that received an Australian Financial Review higher education excellence award (2016) and the Western Sydney Leadership Dialogue Excellence in Education Award (2017).
James is internationally recognised for his innovative teaching style and was the recipient of the Prime Minister’s University Teacher of the Year Award in 2012 and an Eminent Researcher Award from the Australia India Education Council in 2015. In 2017 he was appointed a Research Fellow of the Australian Indian Institute and he sits on the Australian Indian Education Working Party.
A former economist and free market advocate, James changed his position after witnessing child and indentured labour. After 9 years of working in finance, he has since worked with a cross section of organisations across Australia, Asia, Pacific and Europe including Oxfam Hong Kong, Aid/Watch and Friends of the Earth (France).
His research areas include citizenship, resilience, piracy and the future of universities. James has authored over 100 articles in 2016 released three books: Sociologic (a first year sociology textbook with Oxford University Press), Citizen Scholar and the future of universities (Palgrave), and From Despair to Hope (Penguin). In 2017, he will be releasing a new edited collection on the Australian Indian Higher Education collaboration he has been overseeing. James is a regular media commentator appearing on ABC TV and hosts the podcast ‘Sociologic’.
James is a board member of the Public Education Foundation, the Chair of Diversity Arts Australia, an Academic Fellow at the Australian India Institute and a Research Fellow at the Centre for Policy Development.
Marita Cheng: Robotics in the future of work
Marita Cheng will take you through the robots of tomorrow and how AI will shape our future in ways greater than we can imagine today. From machines that can see for us, process data accurately and at a greater speed than humans, and robots that get the job done and don’t answer back. There is much to think about and prepare for as we create the future of work, but most importantly – what we can do to educate and equip our graduates for this future.
Post keynote interview
USQ Director of Library Services, Carmel O’Sullivan, chatted with Marita Cheng.
About Marita Cheng
w maritacheng.com | t @maritacheng
Marita Cheng was the 2012 Young Australian of the Year and is a technology entrepreneur and women in technology advocate. Marita Cheng is the founder and CEO of aubot (formerly 2Mar Robotics), which makes a telepresence robot, Teleport, for kids with cancer in hospital to attend school, people with a disability to attend work and to monitor and socialise with elderly people. As well as telepresence robots, Aubot does research and development in robotic arms, virtual reality and autonomous mapping and navigation.
Aubot has been recognised on a global scale through the Forbes 30 Under 30 Asia in 2016, and through being called “the coolest girl at CES 2014” by VentureBeat magazine. Marita has presented about Teleport at the M.A.P. International CEO Conference in the Philippines in 2016, MIT Technology Review EmTech Singapore in 2015, and the 2014 World Entrepreneurship Forum in Lyon France.
While studying at Singularity University’s flagship 10-week program, the Graduate Studies Program, located at NASA Ames and on a full scholarship funded by Google, Marita cofounded Aipoly with Alberto Rizzoli. Profiled in TechCrunch within a week of the first prototype being made, Aipoly allows blind people to recognise objects using computer vision and has been downloaded 250,000 times in 7 languages since its launch at CES 2016.
Marita was named the 2012 Young Australian of the Year for demonstrating vision and leadership well beyond her years as the Founder and Executive Director of Robogals Global. Noticing the low number of girls in her engineering classes at the University of Melbourne, Marita rounded up her fellow engineering peers and they went to schools to teach girls robotics, as a way to encourage girls into engineering. While on academic exchange at Imperial College London, Marita expanded the group to London and through innovation and sheer will, Marita then expanded Robogals throughout Australia, the UK, the USA and Japan. The group runs robotics workshops, career talks and various other community activities to introduce young women to engineering.
Robogals has now taught 70,000 girls from 11 countries robotics workshops across 32 chapters. Robogals has been internationally recognised though the Global Engineering Deans Council Diversity in Engineering Award (2014), Grace Hopper Celebration’s Anita Borg Change Agent Award (2011), and the International Youth Foundation’s YouthActionNet Fellowship (2011).
Marita regularly travels around Australia presenting her work including appearing on Q&A on ABC beside two Nobel Laureates and the Chief Scientist of Australia (TV audience 600,000), and alongside Ashton Kutcher at Lenovo’s #TechMyWay (online audience 35,000). As well, she has presented overseas at Foxconn’s H.Spectrum by Yonglin Healthcare Startup Conference in Taiwan (2016), the 37th Kumon Japan Instructors Conference in Japan (2016), the World Engineering Education Forum in Dubai (2014), and the World Association of Girl Guides and Girl Scouts’ World Conference in Hong Kong (2014).
Marita was born in Cairns, Queensland, Australia. She grew up in housing commission with her brother and single-parent mother, who worked as a hotel room cleaner. She graduated from high school in 2006 in the top 0.2% of the nation, and that year was awarded Cairns Young Citizen of the Year for her volunteering and extra-curricula efforts, which included winning awards for mathematics, Japanese and piano. Marita speaks English, Cantonese and Japanese.
Marita has a Bachelor of Engineering (Mechatronics) / Bachelor of Computer Science from the University of Melbourne. She serves on the boards of Robogals Global, the Foundation for Young Australians, and RMIT’s New Enterprise Investment Fund, where she helps decide on startup investments, the Victorian State Innovation Expert Panel, and the Clinton Health Access Initiative’s Tech Advisory Board. In her spare time, Marita enjoys reading, travelling and daydreaming.
Amber Case: Internet of Things, technology and our future
Our world is made of information that competes for our attention. How does it affect us as individuals? Does it help us learn or does it get in the way? What are the implications for the way we learn and teach in tertiary education? How does technology help us engage with community? The world is no longer dominated by desktop computers. We are mobile and more organic. We need an equivalent computing and design framework to ensure that technology fits into our lives and empowers us. We need to live alongside it instead of being controlled by it. To find some direction, we can look to concepts of Calm Technology. The terms calm computing and calm technology were coined in 1995 by PARC Researchers Mark Weiser and John Seely Brown in reaction to the increasing complexities that information technologies were creating. Calm technology describes a state of technological maturity where a user’s primary task is not computing, but being human. The idea behind Calm Technology is to have smarter people, not things. Technology shouldn’t require all of our attention, just some of it, and only when necessary. How can our devices take advantage of location, proximity and haptics to help improve our lives instead of getting in the way? How can designers can make apps “ambient” while respecting privacy and security? This talk will cover how to use principles of Calm Technology to design the next generation of connected devices. We’ll look at notification styles, compressing information into other senses, and designing for the least amount of cognitive overhead. We’ll also look at the rise of Artificial Intelligence, and at future considerations of ethics and automation.
Post keynote interview
Kate Davis from USQ’s Digital Life Lab interviewed Amber Case.
About Amber Case
w caseorganic.com | t @caseorganic
Amber Case studies the interaction between humans and computers and how our relationship with information is changing the way cultures think, act, and understand their worlds. She is currently a fellow at Harvard University’s Berkman Klein Center for Internet and Society and a visiting researcher at the MIT Center for Civic Media.
Amber is the author of Calm Technology:Principles and patterns for non-intrusive design. She spoke about the future of the interface for SXSW 2012’s keynote address, and her TED talk, “We are all cyborgs now,” has been viewed over a million times. Named one of National Geographic’s Emerging Explorers, she’s been listed among Inc. Magazine’s 30 under 30 and featured among Fast Company’s Most Influential Women in Technology. She was the co-founder and former CEO of Geoloqi, a location-based software company acquired by Esri in 2012. In 2008, Amber founded CyborgCamp, an unconference on the future of humans and computers.
Amber lives in Cambridge, Massachusetts and Portland, Oregon.