Dine Around
Monday night is Dine Around night, your time to catch-up and network with friends old and new in a relaxed atmosphere.
The dine around is an informal part of the ASCILITE social program. We’ve compiled a list of some of the best venues within the Toowoomba CBD and in walking distance from the City Golf Club Motel.
We’ve made tentative bookings with these restaurants, which we will firm up on the day.
Please visit the registration desk on Monday morning to nominate your choice of restaurant. You can sign up til the end of lunch time (1.30pm). We’ll then firm up bookings with the restaurants.
Please note, the dine around is not included in your conference registration and you will need to pay for your meal. We’re just facilitating bookings to make it easier for you to connect with your colleagues over dinner.
We’ve mapped the venues and the conference hotels on a Google Map at the bottom of this page.
All the info
Location: Around the city
When: Monday 4 December, times vary for each restaurant
Getting there: Many restaurants are within walking distance from at least one of the conference hotels
Restaurants in the CBD
The following restaurants are in the CBD, and are walkable from either Potter’s Hotel or Central Plaza apartments (or both!).
The National Hotel
Address: 59 – 63 Russell Street
Food: Pub fare
Price range: Mains $18 to $28
Booking: 7.00pm
Sofras
Address: 164 Margaret St
Food: Turkish cuisine
Price range: Mains $15 to $30
Booking: 6.30pm
Muller Bros
Address: 25 Bell Street
Food: Churrasco Brazilian BBQ
Price range: Mains $28 to $45
Booking: 7pm (2 hour sitting)
Jilly’s Café
Address: 181 Margaret St
Food: Diverse menu with cafe fare
Price range: Mains $15 to $27
Booking: 6.30pm
Junk Boat
Address: Waltons Stores, 5/476 Ruthven St
Food: Simple and fresh Asian street food (and bubble tea!)
Price range: Mains $10 to $19
Booking: 7pm
Kajoku
Address: Level 1, 430 Ruthven Street
Food: Korean and Japanese cuisine
Price range: Mains $14 to $20
Booking: 7pm
Potters
Address: 258 Margaret St
Food: More upmarket
Price range: Mains $24 to $35
Booking: 6.30pm
Gips Restaurant
Address: 120 Russell Street
Food: Modern Australian cuisine
Price range: Mains $30 to $45
Booking: 7pm
Restaurants near the City Golf Club Motel
The following restaurants are near the City Golf Club Motel and other motels in South Toowoomba.
Garden Restaurant
Address: 732 Ruthven St
Food: Chinese and some Thai options
Price range: Mains $15 to $21
Booking: 7pm
Southern (Fire & Ice)
Address: 839 Ruthven Street
Food: Bistro meals
Price range: Mains $16 to $36
Booking: 7pm
City Golf Club
Address: 254 South St
Food: Eclectic
Price range: $13 meals in restaurant Monday nights
Booking: 6.30pm
The ASCILITE Community Mentoring Program: Building capacity in technology enhanced teaching and research
ASCILITE session
Helen Farley
University of Southern Queensland'
@helssi
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 4
Room L209
Abstract
Every year, mentors and mentees from a diversity of higher education institutions across Australia and New Zealand come together in formal mentoring arrangements under the auspices of ASCILITE. Mentees and mentors choose a focus which may range from building research capabilities, writing journal articles or planning an educational technology project. This presentation provides a snapshot of what the 2017 cohort achieved in the words of the mentors and mentees themselves.
About the author
Helen Farley
Dr Helen Farley is an Associate Professor, Digital Life Lab, University of Southern Queensland.
Helen led the USQ-led Collaborative Research Network (CRN) project with ANU and UniSA to develop a Mobile Learning Evaluation Framework. She is an AJET associate editor, editor of an edited book on mobile learning in the Asia-Pacific region, guest editor of the AJET special issue on mobile AR & VR, and a core member of the ASCILITE Mobile Learning SIG.
http://orcid.org/0000-0002-9511-4910
Speed editing with an AJET editor
ASCILITE session
AJET Editorial Team
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 6
Room T125
Abstract
This session gives you the opportunity to meet one-on-one with an AJET editor to discuss your draft paper or publishing idea. These short, sharp, speed editing sessions will allow prospective authors to discuss with a Lead Editor of AJET an idea for a paper that could be submitted to the journal. Sessions will last 15 minutes and can be booked through the registration desk at the conference. Some authors may have completed their draft paper or still be in the process of conducting their research. In either case, authors should be able to bring along a maximum one page summary of their proposed paper. In this summary please try to address each of these headings: (1) Proposed title, (2) Research problem, aim or question this study addresses, (3) Methodology, method, and materials, (4) Main results/findings - key points, (5) Key conclusions/implications - further research, theory, practice and/or policy.
Speed editing with an AJET editor
ASCILITE session
AJET Editorial Team
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 6
Room T125
Abstract
This session gives you the opportunity to meet one-on-one with an AJET editor to discuss your draft paper or publishing idea. These short, sharp, speed editing sessions will allow prospective authors to discuss with a Lead Editor of AJET an idea for a paper that could be submitted to the journal. Sessions will last 15 minutes and can be booked through the registration desk at the conference. Some authors may have completed their draft paper or still be in the process of conducting their research. In either case, authors should be able to bring along a maximum one page summary of their proposed paper. In this summary please try to address each of these headings: (1) Proposed title, (2) Research problem, aim or question this study addresses, (3) Methodology, method, and materials, (4) Main results/findings - key points, (5) Key conclusions/implications - further research, theory, practice and/or policy.
Learning Design SIG
ASCILITE session
Eva Dobozy
Curtin University
Leanne Cameron
Southern Cross University
@leannecameron
Panos Vlachopoulos
Macquarie University
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 2
Room R113
Abstract
The Learning Design Special Interest Group (LD SIG) aims to develop a supportive environment for learning design researchers and learning designers in Australia and beyond who are engaged in, or wish to engage with the emerging field of Learning Design. Come and share the latest developments in Learning Design.
About the authors
Eva Dobozy
Associate Professor Eva Dobozy is the Deputy Dean, Learning and Teaching at the Curtin Business School, Curtin University, leading program and pedagogical innovations and the development of templatable learning designs for reuse in a variety of disciplines, which she refers to as 'blue print designs' or 'transdisciplinary pedagogical templates (TPTs). She is currently the Vice-President of the Western Australian Institute of Educational Research, the Australian representative and executive member of the International Council for Educational Media (ICEM) and the recipient of the 2015 Outstanding Professional Service Award from the Professional Teaching Council of Western Australia. Furthermore, Associate Professor Dobozy is the co-founder and leader of the ASCILITE Learning Design SIG.
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.
Panos Vlachopoulos
Associate Professor Panos Vlachopoulos is Associate Dean, Quality and Standards, Faculty of Arts at Macquarie University. Panos is an academic educator, with 15 years of international experience in the area of Higher Education Development. He has led large scale curriculum development projects in the UK, New Zealand, Hong Kong, Greece and Australia. He developed a learning design methodology for team-based curriculum design, a framework for reflection in professional learning and has taught for numerous years in areas of Technology-Enhanced Learning and Teaching. Panos is a member of numerous professional organisations (including Ascilite) and a reviewer for journals in technology-enhanced learning and higher education studies. His current research focuses on online learning design, social network analysis, reflective practice and digital professional skills.
Developing a Digital Equity SIG
ASCILITE session
Julie Willems
RMIT University
@Julie_Willems
Helen Farley
University of Southern Queensland
@helssi
Chris Campbell
Griffith University
@chrissie
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 6
Room T125
Abstract
Digital equity is a vital consideration in higher education. In line with the Bradley Report (2008), higher education institutions are aiming to widen participation for certain equity groups including those from low socio-economic backgrounds, Aboriginal and Torres Strait islander Australians among others. In addition, there are differences in the use and adoption of technologies between genders, with women being less likely to access both technology and the internet. As universities strive to recruit an ever more diverse student cohort, they are struggling to meet those cohorts’ needs in terms of technology and access. The aims of the Digital Equity SIG are to: identify and explore the issues, challenges and opportunities relating to digital equity and to bring these to the attention of ASCILITE members and the broader higher education community; provide guidance and advice to members on issues relating to digital equity; foster the development of initiatives, innovation and practices relating to digital equity; and to foster collaboration around digital equity projects, publications and practices. In light of this, the Digital Equity SIG will promote the scholarship of digital equity as a core, continuing, and ethical stream for ASCILITE; promote scholarship in the field of digital equity; award research in digital equity; and act as a focus for the digital equity community and disseminate research findings and best practice.
About the authors
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).
Helen Farley
Dr Helen Farley is an Associate Professor, Digital Life Lab, University of Southern Queensland.
Helen led the USQ-led Collaborative Research Network (CRN) project with ANU and UniSA to develop a Mobile Learning Evaluation Framework. She is an AJET associate editor, editor of an edited book on mobile learning in the Asia-Pacific region, guest editor of the AJET special issue on mobile AR & VR, and a core member of the ASCILITE Mobile Learning SIG.
http://orcid.org/0000-0002-9511-4910
Chris Campbell
Chris, works at the Centre for Learning Futures at Griffith University where she teaches into the Graduate Certificate in Higher Education. In her specific field of Digital Technologies Chris is an emerging research leader who has been involved in numerous grants and projects around digital technologies and mobile learning. Her skills in implementing and trialing new technologies are documented in over 50 publications where she has conducted research in online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments as well as research in technology integration, mobile learning and augmented reality. In 2016, Chris was a Queensland-Smithsonian Fellowship holder she investigated the Smithsonian Learning Lab and implications for teachers. Chris has a keen interest in MLearning and has published various papers pertaining to TPACK and mathematics education.
Critical perspectives on mobile AR and VR from the ASCILITE Mobile Learning SIG
ASCILITE session
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Helen Farley
University of Southern Queensland
@Helssi
Claudio Aguayo
Auckland University of Technology
@caguayoNZ
James Birt
Bond University
Michael Cowling
Central Queensland University
@macowling
Roger Edmonds
University of South Australia
@rogked
Catch this session
Monday 4 December, 3.30pm - 4.30pm
Stream 4
Room L209
Abstract
This symposium discussion is based around the special issue of AJET on mobile Augmented Reality and Virtual Reality that the ASCILITE Mobile Learning SIG has coordinated this year (published September 2017). The authors will use the articles to spark discussion around the critical issues surrounding the educational use of mobile AR and VR.
About the authors
Thomas Cochrane
Dr Thomas Cochrane has established an international reputation for excellence in the scholarship of technology enhanced learning (SOTEL), an AJET associate editor, guest editor of the AJET special issue on mobile AR & VR, and the coordinator of the Ascilite Mobile Learning SIG. 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, 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 (http://orcid.org/0000-0002-0192-6118).
Helen Farley
Dr Helen Farley is an Associate Professor, Digital Life Lab, University of Southern Queensland.
Helen led the USQ-led Collaborative Research Network (CRN) project with ANU and UniSA to develop a Mobile Learning Evaluation Framework. She is an AJET associate editor, editor of an edited book on mobile learning in the Asia-Pacific region, guest editor of the AJET special issue on mobile AR & VR, and a core member of the ASCILITE Mobile Learning SIG.
http://orcid.org/0000-0002-9511-4910
Claudio Aguayo
Dr Claudio Aguayo is the Director – Research & Development, for the App Lab, and Senior Researcher at the Centre for Learning and Teaching, Auckland University of Technology. He completed his PhD at the University of Waikato in 2014, with his thesis entitled ‘The use of education for sustainability websites for community education in Chile’. Claudio is currently undertaking research projects at the local, national and international level in mobile learning, educational App development, use of Virtual Reality in Teaching and Learning contexts, and self-organisation of learning technologies.
James Birt
James is an Assistant Professor of Interactive Media and Design in the Faculty of Society and Design at Bond University, where he runs the Mixed Reality Research Lab (www.mixedrealityresearch.com). His research spans computer science and visual arts, with an emphasis on applied design and development of interactive mixed reality (virtual reality, augmented reality, 3d printing, mobile) experiences assisting learning, skills acquisition and knowledge discovery. The distinctive contribution James brings to education scholarship is in digital media teaching and learning, where he received a 2014 Australian Office of Learning and Teaching citation for outstanding contributions to student learning. James utilises novel pedagogical approaches, curriculum and resources to balance the science and art predilections of his students, whilst supporting them with learning how to learn. His service to the university and wider community has formed around his experience in emerging technology, teaching and learning. Where he takes an active role in supporting learners and peers through mentorship, presentations and expert judging.
Michael Cowling
Dr Michael Cowling is an information technologist with a keen interest in educational technology and technology ubiquity in the digital age, and a Senior Lecturer in the School of Engineering & Technology at CQUniversity Australia. He is currently a partner in an OLT Innovation and Development grant, and is the recipient of an Australian Government Citation for Outstanding Contribution to Student Learning. He founded The CREATE Lab at CQUniversity, focused on collaborative research & engagement around technology and education, and is co-founder of The Mixed Reality Research Lab, in collaboration with Bond University, focusing on mixed reality technology research in education. He is also a regular contributor to media outlet The Conversation and is also a regular contributor in Australian radio and print media on the topics of Educational Technology and Technology Ubiquity.
Roger Edmonds
Roger Edmonds is Online Educational Designer, at the Teaching Innovation Unit, University of South Australia. He is co-leading a Digital Learning Strategy Project on 'location-based mobile learning'. This project aims to implement location-based mobile learning games in three different UniSA courses in order to inform the development of a mobile learning framework that can be later replicated in other educational contexts. The framework will be used to guide the future design and decision making for providing contextually based mobile learning in the university. It will be used by academics to complement and enrich long their standing (non-digital) teaching and learning experiences with new, genuinely effective digital educational interventions delivered in authentic contexts outside of the classroom.
Becoming an AJET author or reviewer
ASCILITE session
Michael Henderson
Monash University
Petrea Redmond
University of Southern Queensland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 5
Room C204
Abstract
Join the editors of the Australasian Journal of Educational Technology for a session that will provide an overview of the AJET editorial process, including details of both the screening and the peer review processes and criteria. It will also encourage a general discussion of tips and tricks for publishing in the field of educational technology. The session will feature a short presentation from the editors followed by a question and answer session, with plenty of opportunity for discussion.
Old me, new me, IT: Changing prisoner behaviour through visual stories
Lightning talks 1
Rob Steer
Northern Territory Correctional Services
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 4
Room L209
Abstract
The Northern Territory prison population has grown over the last 20 years at a rate greater than other jurisdictions and recorded the highest recidivism rate with 58% of prisoners returning to prison within two years.
One of the challenges confronting the NT correctional system is the continued over-representation of Indigenous people in prisons, with Indigenous people comprising 85% of the adult prisoner population.
Indigenous people face a number of challenges reintegrating into the community and these challenges are often exacerbated by low levels of literacy, numeracy and basic skills, with many prisoners not able to understand English.
One of the initiatives introduced by NTCS is the use of visual stories, which can be translated into different languages, including Indigenous languages. Stories on work, health and safety, food hygiene and safe driving have been translated into the five most predominant Central Australian Indigenous languages. One of the most positive stories produced is titled Old Me, New Me, which assists prisoners to recognise how their previous behaviour was unacceptable and works through how they can change for the better.
NTCS has an agreement with local company, iTalk Studios, to faciliate the creation of the stories, including the provision of training to prisoners in spoken English and multi-media activities.
To date, the partnership has seen male and female prisoners produce in excess of 60 work and personal stories.
The stories produced are a new medium of communicating, transforming how we share information. The organisation can turn any written information into a visual story.
About the author
Rob Steer
• Has 25 years’ experience, across four Australian Correctional Jurisdictions.
• In 1990, responsible for establishing the first private sector factory within a Correctional Centre in Australasia.
• In 1996, established Prison Industries at Mt Gambier prison.
• During a seven year period, involved in building, constructing, commissioning and operation of Port Phillip Prison.
• In 2003, responsible for generating work opportunities for 5,500 prisoners for Corrective Services Industries NSW.
• Holds a Diploma of Export (Marketing Major) and has undertaken International Business Development program at Monash University, post graduate studies in Manufacturing Management and Graduate Diploma in Applied Management.
• Currently President of the Correctional Industries Association of Australasia.
• Awarded with Rotary “Pride of Workmanship” and “Excellence in Commitment to Skills and Education” awards.
Current Title: Director, Custodial Operations, NT Correctional Services
Metaphors postgraduates use to depict their student experience: Individual, community and digital presence
Full paper
Shelley Kinash
University of Southern Queensland
@KinashInAus
Linda Crane
Bond University
Gary Hamlin
Bond University
Amy Bannatyne
Bond University
@Amy_Bannatyne
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 3
Room L206
Abstract
In an Australian national study into student constructions of postgraduate education, 38 students (masters and doctoral) were asked to draw literal or figurative pictures of their experience. Manual thematic analysis of interview transcripts revealed 33 metaphors. Metaphors were coded into individualistic, personal constructions (Me), relational community depictions (Us) and digital or information technology conceptualisations (IT) which were mapped to the Community of Inquiry (CoI) Framework’s elements of Cognitive, Social and Teaching Presence. The highest proportion of metaphors were about personal gain and process. The next largest thematic category was relational, mostly depicting what students think others should give, rather than student contribution. Aligned with this theme, students also used metaphors of isolation and perceptions of a missing ‘us’ factor. There were few metaphors drawn from the language of information technology and/or digital presence, which seems to flag a domain of the postgraduate student experience that requires further development. The key takeaways from this paper are expanded information about digital presence in postgraduate student experience, as well as quality improvement recommendations for universities.
About the authors
Shelley Kinash
Professor Shelley Kinash is the Director, Advancement of Learning and Teaching at the University of Southern Queensland (USQ). She directly supervises four Associate Directors, each of whom is responsible for a staff team in the four respective areas of: courses, programs, media-enhanced content and academic development. Prior to taking-on this position at USQ, Professor Kinash was the Director of Learning & Teaching at Bond University for 8.5 years. She completed her PhD in Educational Technology through the University of Calgary, Canada and has been an academic for 25 years. Professor Kinash led three national research projects competitively funded through the Australian Government, Office for Learning and Teaching – Graduate Employability, Postgraduate Student Experience and Student Evaluation of Teaching. She has 374 published works which have been downloaded over 41,500 times from 163 countries. Her research publications have been cited 745 times. She has delivered 14 keynote/plenary addresses in 6 countries.
Linda Crane
Linda Crane, Ph.D, is Deputy Dean in the Faculty of Health Sciences and Medicine and Deputy Chair of Academic Senate at Bond University. She has more than 15 years experience in learning and teaching and curriculum development in general science and health professional disciplines. Linda has been involved in developing and revising programs across a range of disciplines, and leading academic staff support initiatives. Her research interests have spanned the fields of reproductive physiology and learning and teaching. Since 2013, Linda has co-led two multi-institution projects funded by the Australian Government Department of Education, Office for Learning and Teaching – strategic priority projects investigating graduate employability and postgraduate student experience.
Gary Hamlin
Gary is currently the Year 1 Lead of the Medical Program in the Faculty of Health Sciences & Medicine at Bond University. He has served as Deputy Head of School, Associate Dean Student Affairs and Curriculum Lead. He has extensive on the ground experience in health care program development and implementation and is actively involved in teaching physiology and cell biology, pioneering approaches to the flipped classroom in both medical and veterinary programs. His current interests are in curriculum design, mobile learning, learning spaces, assessment and the student experience. He was a team member on the OLT National Strategic Priority Project Engaging students and supporting higher education
to enhance the 21st Century student experience in 2015-2016.
Amy Bannatyne
Amy Bannatyne is a registered Clinical Psychologist and Senior Teaching Fellow in the Faculty of Health Sciences and Medicine at Bond University. Amy teaches clinical communication skills in the Doctor of Medicine program, including brief motivational interviewing, breaking bad news, and shared decision making. Prior to this role, Amy worked as a Research Project Manager in the Office of Learning and Teaching at Bond University. One of the main projects Amy was responsible for was the Postgraduate Student Experience.