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
The role of IT in prisoner education: A global view
Full paper
Jane Garner
RMIT University
@RMITJane
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 6
Room T125
Abstract
Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online delivery, prisoners with no access to the internet are experiencing barriers to education offered by non-prison providers. This study examines the Australian prison environment, the education needs of prisoners, and their current access to education, information technology and the internet. Recent and future Australian and international developments in delivering online education to prisoners are examined.
About the authors
Jane Garner
Jane Garner is a sessional academic at the RMIT University in Melbourne. Her PhD thesis focusses on the experiences of using Australian prison libraries. Her research interests also include prisoner education, and the history of reading and libraries in prisons.
Me, us and IT: Developing approaches and support strategies for changing learning spaces
Lightning talks 2
Meredith Hinze
The University of Melbourne
@mmhinze
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 3
Room L206
Abstract
The design of learning spaces is changing from the traditional lecture theatre style of academia. At the same time, some disciplines in Higher Education are seeing a shift in curriculum towards seminar-style teaching, with an intentional focus on active learning strategies to enhance teaching and learning. The redesign of learning spaces provides affordability for remodelling subjects. This presentation provides insight into professional development approaches and support strategies developed for staff to meet these challenges. It explores some of the eTeaching and eLearning support strategies to help teaching staff remodel their subjects for more active, seminar-styled approaches for teaching in the humanities and social science disciplines, in the redesigned learning spaces of the new Arts West building at The University of Melbourne.
About the authors
Meredith Hinze
Meredith is Manager of eLearning/eTeaching in the Faculty of Arts, at the University of Melbourne, and manages a small team that supports teaching staff integrate technology in teaching and learning. Meredith has a strong background in teaching digital media and ICT in the humanities and social sciences at both undergraduate and graduate levels, in the Faculty of Arts at the University of Melbourne. She also has over 20 years experience in providing ICT support and professional development training for academic staff, and over 15 years experience in IT & Web management, managing both large and complex websites as well as small project sites. She has special interests in social media and digital communications and their application in teaching and learning.
Mobile learning and speech technology for language teachers’ professional development: A design-based study
Concise paper
Tran Le Nghi Tran
The University of Queensland
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 1
Room H102
Abstract
This study aims to investigate the use of mobile learning to provide pronunciation training for English as a Foreign Language (EFL) lecturers from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an on-going design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.
About the Author
Tran Le Nghi Tran
Tran Le Nghi Tran is currently a PhD student at School of Education, The University of Queensland. She works as a casual lecturer, tutor and research assistant across different schools at The University of Queensland and Griffith University. Her research interests include educational technologies, English language teaching and learning and professional development.
Personalised online professional learning on digital literacies for in-service teachers of English as a second language
Lightning talks 2
Trisha Poole
University of Southern Queensland
@_t2p_
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 3
Room L206
Abstract
This Lightening Talk presents an overview of a study that is focused on developing a framework for personalised online professional learning (POPL) on digital literacies for in-service teachers of English as a second language, and the associated development and implementation principles. Two key issues of digital literacies and digital literacies in language teacher education are addressed through developing POPL that is provided over an extended timeframe, is situated, is personalised, and is social. These four key features of the POPL are critical to its implementation and differentiation from other professional learning. In particular, the personalised aspect of the POPL is framed around the participant being provided with opportunities to personalise the content and their experience to their context and situation. That is, the participants can “choose their own adventure” through engaging with materials and selecting the learning path that aligns best with and facilitates their learning. The personalisation in the online space provides a new perspective on professional learning that tailors the experience to the learner-identified needs. Through these aspects of the POPL, it is expected that the professional learning will be effective in developing in-service ESL teachers’ own digital literacies and integrating digital literacies into their ESL curriculum.
About the authors
Trisha Poole
Trisha has worked in higher education for more than 15 years and throughout this time has focused on educational technologies and English as a second language. Her roles in higher education have included both academic and professional positions. Currently, Trisha is studying her PhD in education with the topic of “Personalised Online Professional Learning on Digital Literacies for In-service English as a Second Language Teachers”. Her PhD brings together her experience in ESL teaching and teacher training, and her passion for technology and digital literacies.
Monash Rocks: The first step in an augmented reality journey through deep time
Concise paper
Barbara Macfarlan
Monash University
@barbmac_eales
Marion Anderson
Monash University
Julie Boyce
Monash University
@volcanojulie
Tom Chandler
Monash University
@sensilab_monash
Thomas Bochynek
Monash University
Mike Yeates
Monash University
Colin Maynard
Independent game developer
Catch this session
Monday 4 December, 1.30pm - 1.50pm
Stream 1
Room H102
Abstract
This paper describes the development of the “Monash Rocks” app - designed to bring our landscape to life through augmented reality. We describe the highs and lows of the development process, the lessons we learned along the way, and our plans for further development of the app to showcase the Monash Earth Sciences Garden and extend the space into further innovative, immersive teaching and learning experiences.
The creation of Monash University’s Earth Sciences Garden (MESG), a "living" geological map of Victoria collating nearly 500 rock specimens, gave us the perfect vehicle for an Augmented Reality (AR) experience. Students and visitors to the MESG can now use the Monash Rocks App on their phones to view a 3D display that overlays the live camera feed on the device enhancing the experience of the environment, taking it to another dimension.
The value in augmenting a learning environment is in its ability to pull virtual objects into real scenes (Green & Chandler, 2014, p.549), in this case expanding the physical environment through time and space on a journey back millions of years. The rock now becomes alive, telling its story and supplying information that is missing in the “real life” walk through the garden.
About the authors
Barbara Macfarlan
Barbara Macfarlan is an Educational Designer in the Faculty of Science, Monash University. In this role, she works closely with the Associate Dean Education to support and guide academics through the changing landscape of teaching and learning in Higher Education. Barbara has 20 years’ experience as a teacher and learning designer using the affordances of ubiquitous technology to engage 21st century learners. It is this interest that fostered her determination to integrate augmented reality artefacts into the innovative teaching spaces to help learners better understand their natural and built environments.
Marion Anderson
Marion Anderson is the coordinator of Monash University's first year Earth, Atmosphere and Environment units. She has over 30 years teaching and research experience at Tertiary level, in the Engineering, Biology, and Earth Sciences discipline areas. She was recently involved in the VCAA redesign of the VCE Units 1-4 Environmental Science, and was a consultant on the Australian Curriculum design for Earth Sciences and Environmental Sciences. Marion has also been involved with the design of the year 10 science curriculum, and Dynamic Earth curriculum at JMSS, and is an advisory board member of the Victorian Space Science Education Centre. Marion has also been awarded three international prizes for interactive game design.
Julie Boyce
Julie Boyce is a Research & Teaching Associate in the School of Earth, Atmosphere & Environment at Monash University, where she is also an Outreach Coordinator for the school. Her research focuses on the stratigraphy and geochemistry of the young volcanoes of the Newer Volcanics Province in western Victoria, with a focus on Mt Rouse and the distribution of eruption centres across the volcanic province.
Tom Chandler
Tom Chandler coordinates and teach the Interactive Media Major and Game Design Minor in the Monash Faculty of IT. As a researcher in the emerging field of virtual heritage, Tom has focused upon the design and development of immersive simulations of the past, particularly the medieval Cambodian capital of Angkor in Cambodia.
Quantext: Analysing student responses to short-answer questions
Concise paper
Jenny McDonald
University of Auckland
@aggiewil
Adon Moskal
Otago Polytechnic
@AdonMoskal
Catch this session
Monday 4 December, 1.30pm - 1.50pm
Stream 4
Room L209
Abstract
We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic tools that can reveal insights in their student text data. We background development of the tool to date, briefly describe its architecture and features, and report on a bench-test evaluation. Finally, we introduce a pilot study to evaluate the tool in classrooms at three NZ universities and one polytechnic. We conclude with options for accessing the tool and outline plans for ongoing development.
About the authors
Jenny McDonald
Dr Jenny McDonald is co-developer of Quantext and a Research Associate at the Centre for Learning and Research (CLeaR), University of Auckland. Jenny is an experienced educational technologist and academic developer. She has particular research interests in natural language processing techniques for formative feedback and learning analytics. She was co-PI with A/Prof. Cathy Gunn on the recent NZ Ako-funded project, ‘Building an evidence-base for teaching and learning design using learning analytics data’.
Adon Moskal
Adon Moskal is co-developer of Quantext and a lecturer in Information Technology at Otago Polytechnic. From 2011-2016, Adon was a Professional Practice Fellow at the University of Otago where he developed software and researched educational technology. His research interests include student evaluation, academic development and learning analytics. Recently, Adon was a co-investigator and co-developer of the Student Relationship Engagement System v2 with researchers from the University of Auckland and the University of Sydney.
Social media in enabling education
Concise paper
Susan Hopkins
University of Southern Queensland
Catch this session
Monday 4 December, 1.50pm - 2.10pm
Stream 5
Room C204
Abstract
This paper argues that students from rural and low socio-economic status (LSES) backgrounds, who undertake enabling education, benefit from the social, cultural and network capital which digital, narrative and connective platforms may provide in pre-tertiary teaching and learning. In particular, this paper discusses the trial of the use of the social networking site Facebook as a learning management system within an enabling tertiary preparation program designed to raise the aspirations and widen the participation of economically and geographically disadvantaged young people. It also discusses the role of new media in an approach to Tertiary Preparation which recognises that to succeed in their university study, non-traditional students need to develop not only academic skills and confidence, but the skills and confidence to survive and thrive in the broader networked digital society. The presentation includes updates, images and examples from the author’s most recent use of a closed group Facebook page to facilitate digital literacy, enculturation, engagement, socialisation and social networking among participants in the 2017 Life Literacies program for tertiary preparation students, funded through the Commonwealth Government's Higher Education Participation and Partnership Program (HEPPP) in 2017 (to improve the access, participation and success of students from communities under-represented in higher education).
About the Author
Susan Hopkins
Susan Hopkins is a Lecturer in the Open Access College at the University of Southern Queensland, Ipswich campus. Her research interests include sociological approaches to the education of marginalised and non-traditional students including incarcerated students and LSES students in enabling education.
Using Cultural-Historical Activity Theory to describe a university-wide blended learning Initiative
Full paper
Anselm Paul
Victoria University, Melbourne Australia
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 2
Room R113
Abstract
Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context in which the implementation is embedded. Recently, an Australian university in the western region of Victoria, embarked on an ambitious initiative to blend all course units over a three-year period. Stemming from a rigorous analysis of reporting documents and participant-researcher observations, an attempt has been made to describe the sociocultural context of this blended learning initiative through the lens of Engestrom’s Cultural-historical Activity Theory (CHAT). This description, along with the challenges surfaced, will serve as a precursor to the university-wide evaluation that is currently on-going. The objective of the analysis is to rectify the complex processes, intricate relationships and dynamic environmental elements, which tend not to be captured by impact evaluations. Understanding what is going on will enable the University to situate evaluation findings in the context of factors that might have helped or hampered the achievement of outcomes, and remediate process-related problems in a timely manner. Staff Capacity and Engagement, a recognition of the collaborative nature of blended learning with clear accountability and communication strategies were a few of the factors that surfaced, which could make or break ‘the Blend’, if not adequately addressed. This paper argues for the necessity of process evaluations of blended learning implementations and the value of grounding these on ontological realities captured by accountability reports and observational data.
About the authors
Anselm Paul
Having worked with the Ministry of Education, Singapore for more than 10 years on diverse portfolios, Anselm is currently a Learning Designer with Victoria University, where he is also overseeing the evaluation of the Blended Learning Project. A qualified secondary school teacher, he has an Honours in Computer Science (University of Melbourne), a computing degree (Monash University) and a Masters in Learning Sciences & Technologies (Nanyang Technological University). His research interests include Programme Evaluation, Personal Epistemology and, the Technology Integration (and non-Integration) practices of educators.
Using the perceptions of online university students to improve the pedagogy and practice of distance educators: Them helping us to improve IT
Full paper
David Bolton
West Chester University
@wcuprof
Maria Northcote
Avondale College of Higher Education
Peter Kilgour
Avondale College of Higher Education
Jason Hinze
Avondale College of Higher Education
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 5
Room C204
Abstract
This paper reports on the findings of an investigation into the experiences of distance education students, including both undergraduate and postgraduate students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus group were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.
About the authors
David Bolton
David L. Bolton, Ph.D. graduated with his master’s degree in research and statistical methodology from Andrews University in Michigan, and his Ph.D. in research and measurement from Florida State University. He has been teaching at West Chester University since 1991. The courses and workshops he has taught include evaluation and measurement, research methods, statistics, and educational technology. His primary focus of research has been the power of educational technology to engage students in the learning process. In 2016, he spend his sabbatical at Avondale College of Higher Education as a visiting scholar. He has been teaching distance education courses through West Chester University since 2011, focusing upon research and statistics.
Maria Northcote
Associate Professor Maria Northcote is the Director of the Centre for Advancement of the Scholarship of Teaching and Learning (CASTL) at Avondale College of Higher Education. She is an experienced higher education teacher, leader and researcher and is involved in undergraduate and postgraduate education, and professional development. Her current research interests include threshold concepts, online learning, assessment and mathematics education.
Peter Kilgour
Dr Peter Kilgour is a senior lecturer and Director of the Christian Education Research Centre at Avondale College of Higher Education. He has 39 years experience in the Christian education as a secondary teacher, school principal, school system director and more recently lecturer and researcher in pre-service teacher education of Avondale College of Higher Education. He has taught in five different countries and written the secondary mathematics curriculum for two of those. He holds a Doctor of Mathematics Education from Curtin University in Perth. His research interests include Christian school learning environments, innovations in tertiary learning and teaching, online education and cultural awareness in tertiary students.
Jason Hinze
Dr Jason Hinze is a lecturer and Secondary Course Convenor at Avondale College of Higher Education. For the past 20 years he has made significant contributions towards Education as a Secondary Teacher, Community Educator and Initial Teacher Educator in Australia, Cambodia, England, India and Nepal. His current research interests include wellbeing education and the power of overseas professional teaching experiences on the development of pre-service teachers.