Collaborative learning in the social media sphere
Poster 5
Blooma John
University of Canberra
@BloomaMJ
Emily Rutherford
University of Canberra
@tinselturtle
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Tuesday 5 December 3pm - 3.45pm
Refectory
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This is poster number 5. Vote using the pink voting form in your name tag. Drop your voting form at the poster viewing session.
Abstract
Today, social media has radically transformed the way we receive and disseminate information. In this poster, we present the extent to which various social media tools such as Facebook, Twitter, YouTube, Piazza and Second life, were involved in facilitating collaborative learning among students who pursued a course in social media. We evaluated the content shared in various medium based knowledge, cognitive process and social dimensions. We the routed the elements of three dimensions to the technology focus, fundamental soft skills and domain specific coverage. We found that Twitter as well as Facebook takes the role of improving fundamental soft skills during the learning process. The students expressed emotions and exemplified a sense of group commitment. Second life was found to be in the middle of rich soft skills as well as technology focus. Particularly, the need to be accustomed with the technology focus while also being interactive and innovative made the students enhance their leadership, communication, negotiation,
About the authors
Blooma John
Blooma John is Assistant Professor at the Faculty of Business Government and Law, University of Canberra. She has a PhD in Information Systems from Nanyang Technological University. Her research interests are in text mining, social question answering, learning analytics and health informatics. She has published various academic articles including journal papers, book chapters and conference proceedings in these areas. She has won the award for Excellence in Learning and Teaching 2015 at RMIT Vietnam. She had also won the best paper of the conference award at the AIS Special Interest Group in Education 2013.
Emily Rutherford
Emily Rutherford is an Educational Designer at the University of Canberra. She works in partnership with the academic staff from the Faculty of Business, Governance and Law on staff development projects, teaching strategies and innovation, as well as University-wide learning and teaching projects. She enjoys connecting with new ways to use pedagogically-driven technology to support teaching strategies and enhance digital literacy skills. Emily has a strong background in teaching and supporting teaching practice, as well as being a passionate enthusiast of Second Life, VR/AR and mixed reality, and how they are explored creatively in a higher education context.
Building academics’ SoTL capacity through a revised course on blended learning
Poster 4
Swee Kit, Alan Soong
National University of Singapore
@sksoong
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Tuesday 5 December 3pm - 3.45pm
Refectory
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Abstract
The digital poster session aims to provide an insight on how a blended learning course has been revised after the pilot run in 2016. Aside from equipping academics with knowledge and skills in designing and developing a prototype of a unit within a course, the course on blended learning also aims to build academics’ scholarship of teaching and learning (SoTL) capacity. The digital poster session will focus on the following areas in the revised course: (a) describes the changes made to the framework, (b) articulates how the revised course would be implemented in 2017, and (c) describes strategies on how to build SoTL capacity of academics in the revised course. The revised course is scheduled to be rolled out in the second half of 2017 and plans to carry out a study on the course will be shared at the poster session.
About the authors
Swee Kit, Alan Soong
Alan Soong is an Associate Director for Learning Design and Research at CDTL. He has been working in the area of academic development and the use of ICT for teaching and learning in higher education since 2002. Alan's research interests include academic development and blended learning in higher education. He has also been actively serving as a member of the executive committee of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) since 2012.
Blockchain as a tool for consensus building within higher education institutions
Poster 22
Charles Lang
Teachers College, Columbia University
@learng00d
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Tuesday 5 December 3pm - 3.45pm
Refectory
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Abstract
Discussion of Blockchain, the much-hyped backbone of the Bitcoin cryptocurrency, began to be discussed by higher education researchers and practitioners in earnest in 2014 (Lemoie, 2016). The conversation since that time has mostly centred around the use of blockchain technology to support credentialing or an “education economy” (Sharples & Domingue, 2016). In this scenario blockchain acts as a way of verifying and tracking valid educational activity and this has been implemented at several institutions, the University of Nicosia being the first (University of Nicosia, 2016). In the following poster, we discuss an alternate use for the technology, as a tool for monitoring consensus around educational goals and institutional mission. A way to bake into the IT infrastructure the negotiations and decision making relevant to goals that are currently covered by policy documents only. Such infrastructure is of growing importance as institutions look to incorporate more varied data sources into their operations.
About the authors
Charles Lang
Charles Lang is a Visiting Assistant Professor in Learning Analytics at Teachers College, Columbia. His research interests center on the use of big data in education and the role of online assessment data in accurately determining student learning. Specifically, Charles studies innovative methodologies for understanding student learning through predictive analytics, personalization and graphical models. He received his Doctorate in Education from Harvard Graduate School of Education and his Bachelor of Science in biochemistry and Bachelor of Arts in political science from the University of Melbourne, Australia.
Benefits of enabling lecturers and students to author, share and discuss media-rich documents for online study
Poster 3
Gloria Gomez
Oceanbrowser Ltd and The University of Sydney
Rea Daellenbach
Ara Institute of Canterbury
Mary Kensington
Ara Institute of Canterbury
Lorna Davies
Ara Institute of Canterbury
Con Petsogolou
The University of Sydney
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Tuesday 5 December 3pm - 3.45pm
Refectory
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Abstract
This poster evaluates the benefits of using OB3 – a technology enhancing the online study experience. Its development was undertaken using human-centred design methods, and informed by research on 1) educational design for academic success, 2) good visual design that facilitates learning and is cognitively effective, and 3) networked learning. OB3 has features enabling lecturers, students, and administrative staff to author, create, share, and discuss media-rich study documents. All these activities are undertaken without the direct support of technologists.
One postgraduate medical programme has used OB3 for six years, and one three-year undergraduate midwifery programme has used it for four years. An evaluation of their online study activities showed a number of benefits including:
- Co-constructivist and personalised learning is supported as part of blended learning models.
- The media-rich documents, most times with embedded discussions, take the form of curriculum content or student assignments, and are created as part of asynchronous collaborative activities such as wiki-style co-written documents, templated-group activities, e-portfolios, and group projects.
- Lecturers and students consider that the technology affords study that is engaging, flexible, and helps in overcoming isolation.
The benefits of using OB3 for online study were qualified using the Creative Classroom Framework, the NMC Horizon Report Education, and the Australia and New Zealand Technology Outlooks Reports. Innovative pedagogical practices emerged when it enabled lecturers and students to author and co-create study content by themselves. Significant challenges in the adoption of higher education technology could also be addressed such as rethinking the role of educators and improving digital literacy.
About the authors
Gloria Gomez
Dr Gloria Gomez is co-founder, design strategist, researcher at OceanBrowser Ltd and an honorary senior lecturer at the Save Sight Institute, The University of Sydney. Gloria undertakes applied design research in educational practice with Bridging Design Prototypes. Her contributions to educational practice inform research and development of new concept products for preschool concept mapping, online medical study, and the transition to early algebra. Her work promotes cutting edge research that enables the emergence of innovative areas of practice within early childhood and online education. In parallel, Gloria undertakes research through teaching and supervision in the areas of visual design, social design, inclusive design, and online medical education.
Rea Daellenbach
Rea Daellenbach is a senior lecturer in the Bachelor of Midwifery programme at the Ara Institute of Canterbury in Christchurch, New Zealand. Rea completed a PhD in sociology (University of Canterbury) in 1999. Since completing her PhD, she has been part of several research teams looking at various aspects of midwifery practice, midwifery education and women’s experiences of childbirth. She was a co-editor, with Lorna Davies and Mary Kensington, of the book Sustainability, Midwifery & Birth (2011, Routledge). Her education research focus has been on blended learning for pre-registration midwifery education.
Lorna Davies
Lorna Davies RN, RM, BSc (Hons), PGCEA, MA, PhD Candidate, is currently a Principal Lecturer and Co-Head of the School of Midwifery at Ara Institute of Canterbury in Christchurch, New Zealand. She also carries a small caseload as a self-employed midwife. She has recently submitted her PhD thesis exploring midwives understanding and application of sustainability within their practice. She has been a co-researcher on a number of studies including an international research project exploring rural midwifery practice in New Zealand and Scotland. She has edited and co-edited four midwifery textbooks, has contributed chapter to several others and has written many articles relating to midwifery research and practice. Her education research focus has been on embedding sustainability within midwifery programmes of education and blended learning for pre-registration midwifery education. Her research interests are sustainability, midwifery education, Participatory Action Research and Actor Network Theory.
Con Petsogolou
Dr Con Petsogolou is a Senior Lecturer, Discipline of Clinical Ophthalmology for the University of Sydney, and Clinical Senior Lecturer for the University of Otago. He is a corneal consultant at the Cornea Unit Sydney Eye Hospital and Deputy Director of the Lions NSW Eye Bank. His current research interests are in corneal clinical trials medical education and eye bank research.
Authentic technology spaces and the student experience
Poster 2
Sonia Dickinson-Delaporte
Curtin University
Aneeshta Gunness
Curtin University
Eva Dobozy
Curtin University
Gayle Kerr
Queensland University of Technology
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Tuesday 5 December 3pm - 3.45pm
Refectory
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Abstract
The Agency is a technology enhanced learning (TEL) space that provides opportunities for the delivery of authentic and engaging, learning-centric experiences. This research explores how The Agency, an interactive social media command centre, affects the learner experience. We contrast learner engagement and experiences in two units with distinctively different pedagogical approaches. Our findings suggest that The Agency, as a TEL can have a positive impact on the learner experience, however, the pedagogical design decisions are key to maximise student learning experiences and outcomes in TEL environments.
About the authors
Sonia Dickinson-Delaporte
Sonia Dickinson is an Associate Professor in the School of Marketing, Curtin University. She is the recipient of an Australian Learning and Teaching Council (ALTC) award, and CBS Teaching Excellence award. Sonia is the Vice President of the Australian New Zealand Academy of Advertising (ANZAA), a collegial network for academics. Sonia is also the author of a book chapter on Learning Designs in Higher Education, and has presented at international education conferences. Sonia was also instrumental in the development of the world class learning space on the Bentley campus; The Agency.
Aneeshta Gunness
Dr Aneeshta Gunness is a Lecturer in the School of Marketing, Curtin University. She leads the project for Distributed Learning for Retail Marketing and Distribution and is the recipient of a Faculty Learning and Teaching award. Her innovation in Distributed Learning was recently recognised by her nomination as a finalist for the Cengage Pride/Ferrell Innovative Teacher competition. Aneeshta has presented a local and international conferences.
Eva Dobozy
Associate Professor Eva Dobozy is the Deputy Dean of Learning and Teaching, Curtin Business School. She is the recipient of University and Faculty Teaching and Learning Awards, and an Outstanding Professional Service Award conferred by the Professional Teaching Council of Western Australia. She is the author of numerous book chapters in higher education, and has extensive publications in Tier 1 ERA ranked education journals.
Gayle Kerr
Gayle Kerr is a Professor in advertising and integrated marketing communication (IMC) in the School of Advertising, Marketing, and Public Relations. Gayle is the author of Australia’s top advertising textbook, and has published in the Journal of Marketing Education and is on the Review Board of the Journal of Advertising Education. She is the first non-US winner of the American Academy of Advertising Education Award (2012), and recipient of QUT Vice-Chancellor’s Excellence Award (2012), National Citation for Outstanding Contribution to Student Learning (2013). She was elected to the Executive of the American Academy of Advertising 2013-2015.
Assessment feedback: More modality matters
Poster 1
Michael Henderson
Monash University
@mjhenderson
Michael Phillips
Monash University
@thinkingmike
Tracii Ryan
Monash University
@traciiryan
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Tuesday 5 December 3pm - 3.45pm
Refectory
Vote for this poster
This is poster number 1. Vote using the pink voting form in your name tag. Drop your voting form at the poster viewing session.
Abstract
A growing body of research indicates digitally recorded (audio, video, and screencast) assessment feedback can be more detailed, clear, and personalised than text-based feedback comments. However, few studies have compared digitally recorded feedback with other modalities, such as face-to-face conversations and rubrics. In response, this poster reports on a survey of 4514 students from two Australian universities regarding the level of detail, personalisation and usability of feedback according to the most common feedback modalities: handwritten comments, electronic annotations, face-to-face conversations, digital recordings (e.g., audio, video), and marking sheets/rubrics. The results revealed three statistically significant trends. First, students who received digital recordings were more likely to agree that the comments were detailed, personalised, and usable when compared to students who received any of the other four modalities. Second, students who received more than one mode of feedback (e.g., a rubric as well as written comments) had higher levels of agreement than students who received only one mode. Third, students who received multiple modes of feedback had higher levels of agreement when one of those modes was a digital recording. The findings add to our understanding of effective feedback design, indicating that we need to consider the importance of media richness and the value of offering multiple channels or modes of feedback. The poster concludes with recommendations for the use of digitally mediated feedback design as well as further research.
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.
Get to know the ASCILITE SIGs (Special Interest Groups)
ASCILITE session
Hazel Jones
University of Southern Queensland
@hazelj59
Colin Simpson
ANU
@gamerlearner
Mathew Hillier
Monash University
Personal: @mathewhillier Transforming Assessment (e-Assessment) SIG: @transformassess
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Cassandra Colvin
Charles Sturt University
@casssays
Linda Corrin
University of Melbourne
@lindacorrin
Sakinah Alhadad
Griffith University
Julie Willems
RMIT University
@Julie_Willems
Leanne Cameron
Southern Cross University
@leannecameron
Catch this session
Monday 4 December, 2.30pm - 3pm
H102
Abstract
ASCILITE supports a range of Special Interest Groups (SIGS) to provide “ASCILITE members the opportunity to work together to pursue common interests in research and practice and to create a 'buzz' around their focus, goals and achievements both within and beyond the ASCILITE community.” (ASCILITE, 2014). The purpose of this lighting round session will be to introduce each of the ASCILITE SIGS to delegates. SIG leaders will provide a brief overview of the purpose and focus of their respective SIGS, as well as a summary of the activities undertaken during 2017. They will also outline what their SIG considers the top 2-3 online learning/education issues/questions are for the immediate future. Following the overview presentations and a brief Q&A discussion session, attendees will have the opportunity to network in a Meet and Greet format.
About the authors
Hazel Jones
Hazel Jones is currently an Educational Designer and a PhD candidate at University of Southern Queensland Australia. Her research interests are in higher education and learning analytics, with an emphasis on support for online learning and teaching and for working with academics to provide quality learning environments for their students. She has worked in educational design and development roles at universities around Australia for over 15 years. She is currently one of the co-ordinators for the ASCILITE Learning Analytics SIG and a mentor for the ASCILITE Community Mentoring program.
Colin Simpson
Colin Simpson has worked as a Learning Technologist, Education Designer and Academic Developer since 2003 and currently works in the College of Business and Economics at ANU. He is a co-convenor of ASCILITE TEL edvisors special interest group
Colin has extensive experience in the design and development of media and interactive resources and a particular interest in game-based learning and gamification, including the use of badges. He has presented at a wide array of national and international conferences on these subjects.
He is a Certified Member of the Association of Learning Technologists (CMALT), a Fellow of the Higher Education Academy (FHEA) and an Associate Fellow of the Higher Education Research and Development Society of Australasia (HERDSA). Colin is currently undertaking PhD research at the University of Sydney into the ways that TEL edvisors can better support TELT practices in Higher Education.
Mathew Hillier
Mathew is one of two co-leaders of the ASCILITE SIG for 'e-Assessment' and in this capacity is a co-host of the Transforming Assessment webinar series along with Prof Geoffrey Crisp.
He specialises in e-assessment and e-exams and teaches into the academic staff development program at Monash University leading the 'technology and space' theme. Mathew is currently the leader of the 'Transforming Exams' project developing a tool set for authentic, computerised, high-stakes assessment (e-Exams). The project covers 10 university partners and is funded by a half-million dollar Australian government grant.
More about Mathew at http://ta.vu/mathewhillier
Thomas Cochrane
Thomas Cochrane has established an international reputation for excellence in the scholarship of technology enhanced learning (SOTEL), with an expertise in mobile learning. Thomas has a peer-reviewed research portfolio spanning 46 journal articles, 26 book chapters, and over 120 conference proceedings (http://goo.gl/maps/YxkYP). Thomas was co-lead on the national project Learners and mobile devices (#NPF14LMD): A framework for enhanced learning and institutional change funded by New Zealand's National Centre for Tertiary Teaching Excellence, AKO Aotearoa. This two-year six institution project broadly explored learners and mobile devices (Frielick et al., 2014), supported by a collaborative network of practice. Thomas has also developed a successful framework for lecturer professional development supported by the establishment of communities of practice, production of reflective practice publications via SOTEL, and innovations in pedagogy (Cochrane et al., 2013; Cochrane & Narayan, 2016). These communities of practice have collectively published over 50 collaborative research publications since 2011 (http://orcid.org/0000-0002-0192-6118).
Cassandra Colvin
Cassandra is currently Manager, Adaptive Learning and Teaching Services at Charles Sturt University. Prior to this appointment she was Manager, Learning Analytics, and Manager, Enhancing Student Academic Potential, an academic intervention program targeting first-year students who had been identified as academically vulnerable, both appointments at University of South Australia. Cassandra has enjoyed extensive experience in the international education industry, primarily in management roles supporting the needs of international students. In 2007, Cassandra led the team at Edith Cowan University which an Australian Office of Learning and Teaching program award in the category 'The First-Year Experience'. Cassandra has presented widely on themes relating to learning analytics, student support, and intercultural interactions. Particular interests include learning analytics implementations and practice in higher education, intercultural relations between students, and embedding quality and continuous improvement tenets into all aspects of her work.
Linda Corrin
Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students' engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide mean
Sakinah Alhadad
Sakinah is a psychological scientist with expertise in behavioural and cognitive science in relation to student learning and well-being, learning analytics, research methods and statistics, and academic development. She is currently the academic lead for learning analytics at the Centre for Learning Futures at Griffith University. Sakinah’s research interests sit at the research-practice nexus, with the broad goal of enhancing the practice of teaching and learning. She is particularly interested in the underlying mechanisms that support the development of expertise and flexible ways of knowing: in particular, educators developing as evidence-informed teachers; and for learners, developing as self- and socially-regulated lifelong learners. As such, her work is guided by meaningful applications and implications for educational practice in complexity. Her ultimate aim is to enable positive change for learners and professionals through transformative Higher Education practices.
Julie Willems
Dr Julie Willems holds qualifications in Nursing, the Humanities, and Education. She has worked across the Australian education sectors and, since 2004, has specialised in Higher Education. Her current position is as a Senior Lecturer in RMIT University’s Learning and Teaching Academy. Julie’s research interests include the promotion of educational and digital equity as social justice issues, and the media and technology of formal and informal learning (including social media). She was a recipient of the auDA Foundation's national 2011 research grant for the i-Survive Project investigating the use of ‘back channel’ communications via mobile technologies and social media during Australian emergencies and disasters. Julie has a community focus and has actively served on a number of committees and boards over the course of her career, and is currently in her second term on the national Executive for Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (2015 – ). Julie has recently been recognised as a leader in open, online and distance learning in the Australia-Pacific region (http://jl4d.org/index.php/ejl4d/article/view/207/201).
Leanne Cameron
Leanne Cameron is currently working at Southern Cross University as Lecturer, Design, Digital & Technologies Education in the School of Education. It was over 10 years ago while working with Macquarie University’s E-Learning Centre of Excellence that her work in the area of Learning Design began. She has managed three OLT research projects researching various aspects of Learning Design and she continues to research and publish in the field. Her most recent publication, ‘How learning designs, teaching methods and activities differ by discipline in Australian universities’ was included in the final volume of the Journal of Learning Design this year.
Are learning analytics leading us towards a utopian or dystopian future, and what can we as practitioners do to influence this?
ASCILITE session
Cassandra Colvin
Charles Sturt University
@casssays
Malcom Burt
Queensland University of Technology
@DrCoaster
Sue Gregory
University of New England
@SueGregory
Cathy Gunn
University of Auckland
@dr_cathy_gunn
David Jones
University of Southern Queensland
@djplaner
Gregor Kennedy
University of Melbourne
Dirk Ifenthaler
University of Mannheim
@ifenthaler
Greg Thompson
Queensland University of Technology
@gfthommo
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 1
H102
Abstract
In 2015 the Learning Analytics Community Exchange (LACE) developed a series of eight scenarios of the future of learning analytics which were designed to engender provocative discussion and reactions. The ASCILITE Learning Analytics Special Interest Group accepts this challenge and presents a panel discussion based on these scenarios. Our facilitator will lead the session through a series of questions, bringing together a range of discussants, each with their unique perspectives on the value and future of Learning Analytics. Will the year 2025 see a utopian future where students and academics have ready access to a diverse range of data and associated recommendations or a dystopian future in which learning analytics are rarely used. Delegates will be invited to join in the discussion through voicing their own opinions via a live Twitter feed and polling.
About the authors
Cassandra Colvin
Cassandra is currently Manager, Adaptive Learning and Teaching Services at Charles Sturt University. Prior to this appointment she was Manager, Learning Analytics, and Manager, Enhancing Student Academic Potential, an academic intervention program targeting first-year students who had been identified as academically vulnerable, both appointments at University of South Australia. Cassandra has enjoyed extensive experience in the international education industry, primarily in management roles supporting the needs of international students. In 2007, Cassandra led the team at Edith Cowan University which an Australian Office of Learning and Teaching program award in the category 'The First-Year Experience'. Cassandra has presented widely on themes relating to learning analytics, student support, and intercultural interactions. Particular interests include learning analytics implementations and practice in higher education, intercultural relations between students, and embedding quality and continuous improvement tenets into all aspects of her work.
Malcom Burt
I’m a PhD candidate in virtual reality and also create virtual reality objects for universities, which allow their students to experience more immersion and empathy (the two key reasons to use VR). There’s too many huge ideas in this space which, while cool, scare people off. Perhaps we should be focusing on making the bare minimum that you need to enhance immersion and empathy? I’d like to come to ASCILITE to speak to others in this field, to identify others that may be researching in this area, and of course to become a member. Malcolm is attending ASCILITE 2017 as one of three recipients of the 2017 ASCILITE Student Bursary Award.
Sue Gregory
Associate Professor Sue Gregory is the Chair of Research, Education Scholar and member of the ICT team in the School of Education, University of New England, Armidale, Australia. She holds a Senior Fellowship of the Higher Education Academy. Sue teaches pre-service and postgraduate education students how to incorporate technology into their teaching. She has been applying her virtual world knowledge to expose her students, both online and off-campus, since 2007. She has been involved with many national and university projects on creating and using learning spaces in virtual worlds, with over Au$1.2m in grants, including five Australian Category 1, two as lead. She received an OLT citation in 2012. Since 2009, Sue has been Chair of the Australian and New Zealand Virtual Worlds Working Group and has over 100 publications on teaching and learning in virtual worlds and also in the area of exploring various tools for online teaching and learning.
Cathy Gunn
Cathy Gunn is an Associate Professor of Learning Technology at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. CLeaR promotes innovation and leadership in teaching and learning at institutional level and across eight faculties in New Zealand’s largest research university. She has held leadership positions at the Centre, including Head of eLearning, Deputy Director, Acting Director and Principal Researcher, and produced more than 130 scholarly publications during 25 years working in the higher education sector. Cathy is an experienced researcher and an active contributor to international learning technology professional societies and networks. She has reviewed papers for various high profile journals and conferences since 1995, and is a former President and life member of Ascilite
David Jones
David Jones has tinkered at the intersection of learning, teaching and digital technology in higher education since the last days of print-based distance education in the early 90s. In that time, he's taught in information technology, information systems, teacher education and tertiary teaching programs. He currently works for USQ's Office for the Advancement of Learning and Teaching. His primary research interest has been in theorising, developing, supporting, and using digital systems that are actually useful and easy to use for learners and teachers. His current focus is on enabling teacher DIY learning analytics and exploring its impact on learning and teaching.
Gregor Kennedy
Gregor Kennedy is the Pro Vice-Chancellor (Teaching & Learning) at the University of Melbourne, Director of the Melbourne Centre for the Study of Higher Education, and a Professor of Education in the Melbourne Graduate School of Education.
Dirk Ifenthaler
Dirk Ifenthaler is Chair and Professor for Learning, Design and Technology at the University of Mannheim, Germany, Adjunct Professor at Curtin University, Australia, and Affiliate Research Scholar at the University of Oklahoma, USA. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. Hi research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and the USA – see Dirk’s website for a full list of scholarly outcomes at http://www.ifenthaler.info.
Greg Thompson
Greg Thompson is Associate Professor of Education Research at Queensland University of Technology (QUT). Prior to becoming an academic, he worked as a high school teacher in Western Australia for 13 years. He graduated with a PhD from Murdoch University in 2009. From 2010-2015 he worked in the School of Education at Murdoch, before taking up his position at QUT in July 2015. Thompson’s research focuses on educational theory, education policy, and the philosophy/sociology of education assessment and measurement with a particular emphasis on large-scale testing. Recent research projects include reconceptualising test validity, Instructional Rounds as Professional Learning, education policy and teachers’ perceptions of time and the impending impact of learning analytics/Big Data on schools. He is the Australasian Editor (under Stephen Ball) of The Journal of Education Policy and Associate Editor (under Bob Lingard) of Discourse: Studies in the Cultural Politics of Education. He is also editor of two book series, Local/Global Issues in Education (Routledge) and Deleuze and Education Research (Edinburgh University Press).
A framework for the analysis, comparison and evaluation of e-assessment systems
Full paper
Pedro Isaias
The University of Queensland
Paula Miranda
University Institute of Lisbon
@pcrmiranda1
Sarah Pifano
Information Society Reserach Lab
Catch this session
Monday 4 December, 11am - 11.30am
Stream 3
L206
Abstract
The use of technology within the education sector affects many aspects of the learning process, including assessment. Electronic assessment presents many advantages over traditional paper based methods and it is being widely used by teachers and educational institutions. The progressive acceptance and use of e-assessment has resulted in the development of a panoply of e-assessment systems. This paper aims to propose a framework for the analysis and comparison of e-assessment systems, to support the selection of the most suitable assessment instruments. The proposed framework is composed of eight criteria: variety of design options, scalability, security, access and usability, feedback features, personalisation, cost and interoperability, which overall were validated by the viewpoints of educational experts via an online questionnaire.
About the authors
Pedro Isaias
Pedro Isaias is an Associate Professor of Higher Education Innovation at the Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, Australia. He teaches topics in Management Information Systems (MIS). He has a background in MIS, having obtained a Doctorate in Information Management (Information and Decision Systems speciality) in 2002. Previously he was associate professor at the Universidade Aberta (Portuguese Open University) in Lisbon, Portugal.
Author of several books, book chapters, papers and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is also member of the editorial board of several journals and program committee member of several conferences and workshops. At the moment he conducts research activity focusing in Learning Technologies and e-Business.
Paula Miranda</
Paula Miranda holds a Ph.D. in Information Science and Technology from the ISCTE – University Institute of Lisbon. She is Auxiliary Professor in the Department of Informatics and Systems Engineering of the Setubal School of Technology, Polytechnic Institute of Setubal. Her areas of interest include Information Systems in general, Social Media, e-Learning, more specifically the use of Web 2.0 and Web 3.0 technologies in learning environments and the integration of technology in education.
Sarah Pifano
Sara Pífano is a Researcher at the Information Society Research Lab (ISRLab) where she conducts research on the broad field of the Information Society. She holds a PhD in Information Management from the Universidade Aberta (Portuguese Open University). At the ISRLab, she is responsible for conducting and fostering scientific research, including the design, implementation and evaluation of research initiatives addressing the use of Web 2.0 in several domains of the information society, particularly education and business, the application of social media in the context of e-Learning, learning technologies, digital literacy, and online communities.
Closing address: Reflecting on the past and imagining the future
A common criticism of the field of educational technology is that it has a tendency to ‘reinvent the wheel’ rather than building on learnings from the past. Although this criticism has also been levelled at the field of education as a whole, in educational technology the problem is made greater by a tendency to see each new technology as entirely novel. New technologies are often assumed to have their own unique pedagogical affordances, rather than delivering traditional learning designs on new platforms. From this standpoint I was excited to be invited to deliver a presentation which is, on the one hand, a futurist look at where we are heading as a field, and on the other consciously reflects on where we have come from. The presentation will use the history of the ASCILITE conference as an underlying thread to reflect on the history of educational technology research and practice. An analysis of past conferences including themes, keynotes and best papers will be used to identify the foci of educational technology scholarship over the past 30 years. Parallels will be drawn with the wider education and socio-political landscape. Building on this reflective platform, the presentation will conclude with a speculative and imaginative view of possible futures. Recent Horizon Reports will be used to help predict technological trends alongside an examination of emerging political and economic trends. A picture will be painted of possible utopian and dystopian higher education futures and the technologies which will enable them to occur.
About Professor Barney Dalgarno
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.
Catch this session
Wednesday 6 December, 1.30pm – 2.30pm
Room H102 Allison Dickson Lecture Theatre