Knowing when to target students with timely academic learning support: Not a minefield with data mining
Concise paper
Elizabeth McCarthy
University of Southern Queensland
@elzbthmccrthy
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 4
Room L209
Abstract
The strategic scheduling of timely engagement opportunities with academic learning support, targeting specific student cohorts requires intentional, informed and coordinated planning. Currently these timing decisions appear to be made with a limited student focus, which considers individual course units only as opposed to having an awareness of the schedule constraints imposed by the students’ full course workload. Hence, in order to respect the full student academic workload, and maximise the quantity and quality of opportunities for students to engage with learning advisors, a means to capture and work with the composition and distribution of student full workload is needed. A data mining approach is proposed in this concise paper, where public domain information accessed from the back end HTML language of course unit information webpages is collected and consolidated in graphical form. The resulting visualisation of the students’ academic learning activities provides a quick and convenient means for academics to make informed scheduling decisions. The case study presented describes the implementation of the data mining in the context of discipline specific academic learning advisors at the University of Southern Queensland servicing three campuses under the ‘One-University’ model.
About the Author
Elizabeth McCarthy
Elizabeth McCarthy is a learning advisor, specialising in mathematics skills, and an academic in the mathematics and engineering disciplines with experience of 10 years. She is a mechatronics engineering, machine learning and mathematics enthusiast who is currently working towards her PhD project. For fun, she enjoys coding data science apps and tools to improve access to data for decision making purposes.
Recipes for institutional adoption of a teacher-driven learning analytics tool: Case studies from three Australian universities
Full paper
Lorenzo Vigentini
The University of New South Wales
@l_vigentini
Elsuida Kondo
The University of Melbourne
@ElsuidaKondo
Kevin Samnick
The University of Sydney
@Kevin_Samnick
Danny Liu
The University of Sydney
@dannydotliu
Deb King
The University of Melbourne
@fyimaths
Adam Bridgeman
The University of Sydney
@adambridgeman
Catch this session
Monday 4 December, 11am - 11.30am
Stream 5
Room C204
Abstract
The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the adoption and implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focused learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.
About the authors
Lorenzo Vigentini
Lorenzo is the Academic Lead Educational Analytics in the portfolio of the Pro-Vice Chancellor Education at UNSW Sydney. Lorenzo’s background is in Psychology, Learning and Teaching in the Higher Education sector and have a lot of experience in IT/e-learning development. His expertise is into quantitative and qualitative investigations of learning processes at the crossing between cognitive psychology, differential psychology, education and human-computer interaction. His main interest is about technology, its use, its evolution, its interaction with learning and the interface between human and machines (also physical using computer vision, brain activity monitoring, the ‘quantitative self’ and IoT).
Elsuida Kondo
Elsuida is the Developer of Learning and Teaching for the Faculty of Science at the University of Melbourne. Elsuida’s background is in analytical chemistry, mathematical modelling, and Learning and Teaching development. In her current role her main interest is in learning analytics evaluation, student engagement and interactive learning development.
Kevin Samnick
Kevin is a dedicated and lifelong proponent of the value of learning. He has a background in pharmaceutical research, STEM education, and educational technology. His approach to education is fuelled by practical and tangible connections to holistic outcomes for learners and educators in their lives both in the classroom and beyond. Kevin has worked in pharmaceutical research in industry and in a University context supporting research in cancer, tuberculosis, and pulmonary drug delivery. Later he taught science, chemistry, and biology in secondary schools before moving into elearning support in the tertiary environment. Currently he is part of a team managing the migration to a new learning management system at the University of Sydney.
Danny Liu
Danny is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A multiple national teaching award winner, he works at the confluence of learning analytics, student engagement, educational technology, and professional development and leadership to enhance the student experience.
Deb King
Deb has a PhD in mathematics and has worked at The University of Melbourne since 2002. She is the Associate Dean (Undergraduate Programs) in the Faculty of Science and Director of Teaching in the School of Mathematics at the University of Melbourne.
She leads the FYiMaths network, a national initiative to support professional development of tertiary mathematics educators and encourage innovation in education. She has been awarded institutional and national teaching awards, and has led two national mathematics education projects; Mathsassess, investigating assessment practices in tertiary mathematics and FYiMaths.
Adam Bridgeman
Adam is Director of Educational Innovation at the University of Sydney and holds a PhD in Inorganic Chemistry from University of Cambridge. He was awarded the RSC Higher Education Teaching Award in the UK in 2004. In 2006, Adam moved to the University of Sydney as Director of First Year Studies in the School of Chemistry. He became Associate Dean of Learning and Teaching in 2012 for the Faculty of Science. As well as receiving institutional and national awards for teaching in Australia, he became an Australian National Teaching Fellow in 2015. In November of 2015, he finally escaped Chemistry to take up this new role in the DVC Education Portfolio at Sydney. In this role, he is tasked with invigorating and changing the learning and teaching culture through a focus on blended, collaborative and interactive learning styles.
Me in a minute: A simple strategy for developing and showcasing personal employability
Concise paper
Trina Jorre de St Jorre
Deakin University
@trinajorre
Liz Johnson
Deakin University
Gypsy O'Dea
Deakin University
Catch this session
Monday 4 December, 1.30pm - 1.50pm
Stream 5
Room C204
Abstract
Graduates require evidence of employability beyond marks and grades to differentiate themselves in the highly competitive labour market. Universities cannot guarantee employment, but they can engage students in learning and recognise achievement that is relevant to employment. Here, we share preliminary insights from interviews investigating student perceptions of an extra-curricular video strategy designed to develop and showcase graduate employability. The Me in a Minute video strategy provides students with support to film a one minute video pitch aimed at potential employers. Student perceptions of the strategy suggest that in addition to providing an individualised artefact that can be used to showcase achievement, the strategy engages students in reflection that helps them to better understand and articulate evidence of their achievements relevant to employment. Furthermore, students value the learning associated with pitching, more than the video itself.
About the authors
Trina Jorre de St Jorre
Dr Trina Jorre de St Jorre is a Lecturer in Graduate Employability at Deakin University. She is interested in pedagogies that engage and empower students and her research focus is on assuring graduate capabilities, improving employment outcomes and incorporating the student voice into curriculum development.
Liz Johnson
Liz Johnson is Pro Vice Chancellor, Teaching and Learning at Deakin University where she leads the Deakin Learning Futures, the central divisional team that supports learning and teaching. Liz is a National Teaching Fellow with research interests in work-integrated learning, curriculum renewal and building capability for learning and teaching. Liz is also Director of the Teaching and Learning Centre of the Australian Council of Deans of Science, leading a number of national projects to enhance university teaching in science.
Gypsy O'Dea
Gypsy O’Dea is a Psychology student, Writing Mentor, and Research Assistant at Deakin University. As a Writing Mentor, her focus is on strategies that empower students to become self-directed and independent learners, with a view to improving graduate outcomes. Her current research is with the Australian Temperament Project Generation 3 study, investigating intergenerational predictors of child development.
Student generated multimedia for supporting learning in an undergraduate physiotherapy course
Full paper
Susan Coulson
Discipline of Physiotherapy, Faculty of Health Sciences, The University of Sydney
Jessica Frawley
Design Lab, Faculty of Architecture, Design & Planning, The University of Sydney
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 3
Room L206
Abstract
Outside the university, rapid authoring tools and ubiquitous technologies have fueled a rise in user-generated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-cantered learning. This is especially relevant for tertiary education, where multimedia is currently used mainly as a method for content transmission. Though student-generated multimedia may seem pedagogically ideal, especially in applied areas such as Health Sciences, the diversity of adoptions and limited literature in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. Findings from this study demonstrate that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. While more work has to be done in this area, the self-directed nature of the task proved both an opportunity and challenge. These findings contribute further to our understandings of implementing student-generated multimedia projects and extend this to the health sciences’ discipline.
About the authors
Susan Coulson
Dr Susan Coulson is a clinical and academic physiotherapist whose main area of interest is in assessment and treatment of facial nerve disorders. Her Doctoral and Masters research were at the University of Sydney, where she currently holds an academic position. For more than 20 years, her clinical and research work has focused on assessment and treatment facial nerve disorders including 3-D motion analysis, reliability of grading systems, reviews and intervention studies. Susan is currently working on projects in telerehabiliation as well as student-generated digital media for use as a student assessment tool.
Susan is a founding member of Sydney Facial Nerve Service, a multidisciplinary clinic of practitioners with extensive clinical and research experience in facial nerve disorders. http://sydneyfacialnerve.com
Researcher ID:http://bit.ly/2xL8DEQ
Jessica Frawley
Dr Jessica Frawley is a lecturer and academic developer at the University of Sydney where she works in Educational Innovation. With a disciplinary background in HCI and design computing, she is an Honorary Associate of the Faculty of Architecture, Design and Planning. Her research interests focus on Educational Technologies, specifically mobile learning with an emphasis on human computer interaction, design and social methods. Jessica is Co-President of the Australian and New Zealand Mobile Learning Group (anzMlearn) and a regular contributor to Teaching@Sydney.
OER based capacity building to overcome staff equity and access issues in higher education
Concise paper
Carina Bossu
University of Tasmania
@carinabossu
Julie Willems
RMIT University
@julie_willems
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 4
Room L209
Abstract
Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners and educators and influenced strategic plans and policies. OER have the potential to overcome existing equity considerations for academic staff in their ongoing continuing further education, and as part of their academic professional development. This paper examines the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues. It will also examine existing activities and strategies for professional development and provide some recommendations for the academics, developers and the sector.
About the authors
Carina Bossu
Dr Carina Bossu is a Lecturer, Learning & Teaching (OEP) with the Tasmanian Institute of Learning and Teaching at the University of Tasmania. Her current work and research are primarily focused on Open Educational Resources (OER) and Open Educational Practices (OEP) in higher education, more specifically issues related to learning, teaching and professional development. Previously, she was a Research Fellow with the Distance Education HUB (DEHub) at the University of New England.
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, in addition to 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 ASCILITE (since 2015).
The changing nature of student engagement during a digital learning task
Full paper
Paul Wiseman
University of Melbourne
@pauljwiseman
Jason Lodge
University of Melbourne
@jasonmlodge
Amaël Arguel
Macquarie University
@AmaelArguel
Gregor Kennedy
University of Melbourne
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 1
Room H102
Abstract
The construct of student engagement has been useful in understanding student's motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this construct has allowed researchers to more accurately describe the nature of student engagement and the context in which it is being investigated. At a task-level, psychological states of engagement have been shown to be beneficial for student's positive learning experience, and performance. Despite this, we still lack knowledge of how these engaged states unfold or sustain during a learning task. In this paper we report on a qualitative study that investigated undergraduate student's experiences of psychological states of engagement in a digital learning task. Findings revealed that the three dimensions of engagement - cognition, affect, and behaviour - changed in intensity, with the subject experiencing both times of engagement and of not being engaged through the course of a digital learning task.
About the authors
Paul Wiseman
Paul Wiseman is a PhD Candidate with the Melbourne Graduate School of Education at the University of Melbourne, working within the Educational Technology Research Group at MCSHE, and is affiliated with the ARC funded Science of Learning Research Centre, and the Melbourne Science of Learning Research Hub.
Paul's research is focused on psychological engagement in digital learning environments. His research is aimed at furthering our understanding of students' motivation in digital and online learning in higher education, and offering insight into motivational research as well as instructional practice and learning design in digital and online learning environments.
Paul teaches for the Faculty of Business and Economics at the University of Melbourne where he is the subject coordinator for Management Consulting, a third year level capstone work-integrated learning subject.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Department of Management and Marketing, FBE, University of Melbourne
Jason Lodge
Dr Jason Lodge is a Senior Lecturer in Higher Education and an experienced educator in psychology and higher education. He is also Convener of the University of Melbourne Science of Learning Research Hub and is currently serving as an associate editor for AJET. Jason's areas of expertise are in the learning sciences, educational psychology, higher education and educational technology. His research focuses on the cognitive and emotional factors that influence student learning and the student experience in adult educational settings. He is currently investigating misconceptions, misinformation, uncertainty and conceptual change in digital learning environments. Jason is part of the Educational Technology Research Group within the Melbourne Centre for the Study of Higher Education at The University of Melbourne. In collaboration with Dr Rachel Searston, he produces and co-hosts the Beyond the Lectern podcast.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Melbourne Science of Learning Research Hub
Gregor Kennedy
Gregor Kennedy is Pro Vice-Chancellor (Teaching and Learning) at the University of Melbourne and Director of the Melbourne Centre for the Study of Higher Education.
Gregor is an international leader in educational technology research and development, particularly in the context of higher education. He has longstanding research interests in contemporary learning design and emerging technologies, educational technology research and evaluation, interactivity and engagement in digital learning, 3D immersive virtual environments, and the use of learning analytics in digital learning environments. He has published widely in these areas and is a regular keynote and invited presenter at local and international conferences.
As Pro Vice-Chancellor (Teaching and Learning) Gregor leads the University's strategy in teaching, learning and assessment, curriculum innovation, and the use of learning technologies and learning analytics.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Amaël Arguel
Dr Amael Arguel is a psychological scientist, based at Macquarie University, specialised in learning from new technologies. Besides of teaching Cognitive Psychology and Statistics, his previous research topic was on the learning of procedures (e.g., first aid techniques) from multimedia presentations. He is now a research fellow at the Science of Learning Research Centre (a Special Research Initiative of the Australian Research Council), and a member of the research group on understanding confusion in digital environments. His current researches focus on the use of behavioural and physiological data for building predictive models of the occurrence of confusion in digital learning environments.
Department of Educational Studies, Macquarie University.
Science of Learning Research Centre (SLRC)
Defining “data” in conversations with students about the ethical use of learning analytics
Concise paper
Abi Brooker
University of Melbourne
@abi__brooker
Linda Corrin
University of Melbourne
@lindacorrin
Negin Mirriahi
University of South Australia
@neginm
Josie Fisher
University of New England
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 3
Room L206
Abstract
In any conversation about the development of ethical standards for practice, it is vital that all stakeholders have a shared understanding of the main concepts in order to reach agreement. In the context of higher education and learning analytics, while many conversations are underway, it is less clear that such a shared understanding exists around the concept of “data”. In order to understand this situation more fully we conducted a study to investigate students’ perceptions of the ethical and privacy considerations related to the data that universities collect and use about them for the purposes of learning analytics. In this paper, we focus specifically on the understandings students have of the types of data that can be collected about them within the educational environment. The outcomes showed that there was a diversity of understandings, but that five main data types emerged: personal data, online activity, student feedback, academic information, and resource usage. In developing a better understanding of the ways students understand data, it can assist institutions to have more effective conversations with students about the ethical use of learning analytics.
About the authors
Abi Brooker
Dr Abi Brooker is a teaching fellow at the Melbourne School of Psychological Sciences, at the University of Melbourne where she teaches developmental psychology to undergraduate students. She is also co-leader of a national network of academic teaching staff interested in issues related to student and staff well-being. Her research interests take a lifespan developmental perspective of young adults’ experiences, especially those studying at university. Current projects include the ethical implications of learning analytics on the student experience, the consequences of students’ experiences of psychological well-being and distress, and undergraduate students’ curricular and non-curricular challenges.
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 meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.
Negin Mirriahi
Dr Negin Mirriahi is Senior Lecturer in the Teaching Innovation Unit at the University of South Australia. She has extensive international experience managing, implementing, and evaluating innovative educational technology in higher education and in designing fully online, blended, and open courses. Her research is in learning analytics to inform pedagogical practice, video analytics to enhance learning, technology adoption, blended and online learning, and academic staff development.
Josie Fisher
Dr Josie Fisher is an Associate Professor at the University of New England Business School. She teaches professional ethics, business ethics, corporate social responsibility and sustainability to postgraduate students. In addition, she is Chair of Teaching and Learning in the School, a senior management position that provides leadership in the design and continuous improvement of courses and units with a focus on innovative delivery. Her research has two themes: professional and business ethics, corporate social responsibility and sustainability; and learning analytics, particularly the ethical aspects of the use of analytics by universities.
Developing a technology enhanced learning framework to gain a snapshot of institutional successes and challenges
Concise paper
Mark Bailye
Blackboard
Caroline Steel
Blackboard
Michael Sankey
Western Sydney University
@michael_sankey
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 2
Room R113
Abstract
In recent years, the realisation that technology enhanced learning (TEL) has the potential to transform and improve the quality of learning, teaching and the student experience (Walker et al. 2016; Marshall, 2010) and access new student markets has weighted the priority of TEL more heavily than in the past. While higher education institutions continue to invest heavily in TEL, many still struggle to identify and to address the elements that are essential to enabling institutional success. This paper focuses on the development of a TEL Framework that aims to provide a fast and efficient institutional snapshot of institutional challenges and successes in TEL alongside a set of actionable recommendations so they can respond to challenges in a more agile way.
The motivation to develop the Framework was to create a TEL discovery process, based on conversation and deep listening, that gathered different perspectives on key elements that facilitate the success of TEL and Return on Investment (ROI) especially in terms of academics and students themselves. The Framework itself is based on a set of 8 themes that are positioned as essential to the success of TEL. The themes form the basis of a largely dialogic process of discovery that uses a set of theme cards as a scaffolding mechanism for a 90-120 minute workshop. The decision to adopt a dialogical method and use visuals to stimulate and scaffold conversations was based on previous work undertaken using assessment and feedback artefacts developed by the JISC Viewpoints Project (http://wiki.ulster.ac.uk/display/VPR/Home). The assessment and feedback cards were used effectively as a mechanism to trigger conversations and enabled participants to easily construct and visualise any ideas they came up with. It also encouraged interaction and inclusion that encouraged participants remained on task for much longer periods of time (Nicol, 2012).
These days the focus on user and usage data often excludes important perspectives that represent ‘people’ and ‘culture’. While the hard data offers credible evidence, failure to consider and address cultural assumptions, beliefs and local pedagogical contexts can hamper progress. After all, a cultural framework exists within all organisations that influences how people interpret their views, share assumptions and express their identity (Tierney, 1999) even in relation to TEL. Equally, the local pedagogical context represents ‘the relationship between a setting and how participants interpret that setting, including the meaning of practices’ Moschkovich and Brenner (2000, p.463). For these reasons, the TEL Framework was designed to surface a range of perspectives that encompassed participants’ cultural and pedagogical contexts.
About the authors
Mark Bailye
Mark is a Customer Success Advocate for Blackboard. He is a passionate advocate of TEL, innovation in learning technologies and the pedagogical and andragogical application of technologies for learning, teaching and assessment. He has been involved in online education for more than fifteen years, working as an educator, instructional designer and consultant in K-12, VET, Higher Education and Medical Education. Mark has worked closely with numerous institutions throughout Australia and New Zealand where he has championed the effective adoption of Blackboard products and services to transform and enhance education at an institutional and personal level.
Caroline Steel
Dr Caroline Steel is a Senior Strategic Educational Consultant for Blackboard. She brings significant expertise and experience to institutions and organisations facing complex pedagogical and technological change. Caroline works throughout Australia, New Zealand and Asia to assist institutions and organisations to achieve their educational vision and goals. Her work involves assessing and evaluating institutional needs and readiness around TEL as well as working with institutional leaders to influence and shape strategy and policy and actions moving forward. Before joining Blackboard, Caroline was Associate Professor and Director of Digital Learning at La Trobe University and President of ASCILITE (Australasian Society for Computers in Learning in Tertiary Education). She retains an adjunct academic position at The University of Queensland where she continues PhD supervision.
Michael Sankey
Associate Professor Michael Sankey is currently the Director of Learning Transformations at Western Sydney University and is also the Director of the ACODE Learning Technologies Leadership Institute. His research focuses on e-learning pedagogies, leadership in technology enhanced learning and teaching, benchmarking in higher education,the use of social media in learning and teaching and how blended learning environments can enhance student learning opportunities, particularly when studying online. He has worked in higher education for over 26 years and is an active member of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), the Higher Education Research and Development Society of Australasia (HERDSA), a life member of the International Visual Literacy Association (IVLA).
The pedagogy-technology nexus: Bridging the divide between academic and student perspectives on educational technologies
Full paper
Karin Barac
Griffith University
@karinbarac
Sarah Prestridge
Griffith University
Katherine Main
Griffith University
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 1
Room H102
Abstract
This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.
About the authors
Karin Barac
Karin Barac (BA, GradDip (TESOL), MEd (IT in Education and Training)) is the Blended Learning Advisor for the Arts, Education and Law Group at Griffith University. The role works directly with academics providing support and professional development in the use of technologies in learning and teaching. She has over ten years experience in the field of online learning as a content specialist and educational designer. She is currently undertaking a PhD in investigating the intersection of pedagogy and technology in academic design and delivery practices in Higher Education settings.
Sarah Prestridge
Dr Sarah Prestridge’s research examines teachers’ engagement in ICT professional development that intends to enable them to understand digital pedagogy and how this differs from their current practice. Current directions in this area are focused on identifying the process of changing teachers’ practice through making teacher’s conscious and critical of their informing beliefs. Addition research direction investigates online pedagogies and the use of synchronous and asynchronous tools in distance education.
Katherine Main
Dr Katherine Main is a Senior Lecturer and Program Leader in the School of Education and Professional Studies, Griffith University. She teaches undergraduate and postgraduate courses on middle schooling/junior secondary. Her research interests include organisational change and the need for targeted professional development that promotes teacher efficacy including the collective efficacy of teacher teams. Most recently, she has been involved in leading the pedagogical design and overseeing the delivery of a range of online professional development modules for over 4000 teachers across Queensland.
Developing virtual collaborative health team educational environments
Concise paper
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Todd Stretton
Auckland University of Technology
@ToddStretton
Stephen Aiello
Auckland University of Technology
@aiello_stephen
Sally Britnell
Auckland University of Technology
@Srgurr
Duncan Christie
Auckland University of Technology
@_Dhristie
Stuart Cook
Auckland University of Technology
@drivercook
Vickel Narayan
Auckland University ion Technology
@vnarayan
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 1
Room H102
Abstract
In this short paper, we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real-world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios. Through the development of virtual reality (VR) simulations we are exploring authentic interprofessional handover experiences for our students in the disciplines of Paramedicine, Nursing, and Physiotherapy. Students from each health team will be able to authentically explore and critique the critical elements of the experience of a patient through the virtual handover of the same case scenario between these three teams.
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
Todd Stretton
Todd Stretton is a lecturer in Physiotherapy at Auckland University of Technology.
Stephen Aiello
Stephen Aiello is a lecturer in Paramedicine at Auckland University of Technology.
Sally Britnell
Sally Britnell is a lecturer in Nursing at Auckland University of Technology.
Duncan Christie
Duncan Christie is a lecturer in Paramedicine at Auckland University of Technology.
Stuart Cook
Stuart Cook is a lecturer in Paramedicine at Auckland University of Technology.
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