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.
Using threshold concepts about online teaching to support novice online teachers: Designing professional development guidelines to individually assist academic staff (“me”) and collectively guide the institution (“us”)
Full paper
Maria Northcote
Avondale College of Higher Education
Kevin Gosselin
HonorHealth Research Institute, Arizona, USA
Peter Kilgour
Avondale College of Higher Education, NSW, Australia
Catherine McLoughlin
Australian Catholic University, ACT, Australia
Chris Boddey
Avondale College of Higher Education, NSW, Australia
Catch this session
Monday 4 December, 10.30am - 11am
Stream 2
Room R113
Abstract
As online learning expands across the higher education sector, individual university lecturers are required to take on roles that incorporate responsibilities for designing and teaching online courses. Their growing capacities to fulfil these roles are sometimes supported by professional development (PD) programs within their institutions while some staff engage in staff development activities outside their home institutions. These programs and activities may take place within Communities of Practice (CoPs) while others are conducted on an individual basis. While much research has been undertaken into the field of online teaching and learning, including investigations into the most useful technological tools to incorporate into the design of online courses, the design of PD curricula to support the needs of novice teachers of online courses has not been as extensively explored. This paper reports on the outcomes of an Office for Learning and Teaching (OLT) funded project which purposely set out to identify the threshold concepts about online teaching that university lecturers develop as they engage in both the individual and communal aspects of designing and teaching online courses. The paper explains how the identification of threshold concepts about online teaching informed the development of a set of curriculum guidelines for the PD of novice online teachers. Recommendations for the design of PD for individual teachers (at the “me” level) are provided along with recommendations for the institution (at the “us” level).
About the authors
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. Some of her research interests include threshold concepts, educational technology, online teaching and professional learning.
Kevin Gosselin
Kevin Gosselin holds a Ph.D. degree in educational psychology from Texas Tech University in Lubbock, TX in 2009. He has held academic appointments as adjunct faculty at Texas Tech University from 2008-2010, a lecturer at The University of Texas at Austin in 2010, and as Assistant Professor of Biostatistics at The University of Texas at Tyler from 2010-2013. In 2013, he was appointed as Assistant Dean for Research and Evidence Based-Practice and Associate Professor in the College of Nursing at Texas A&M Health Science Center. He is currently the Director of Academics and Biostatistics at HonorHealth Research Institute in Scottsdale, Arizona. His research involves distance education, faculty development, research methodology and applied performance psychology.
Peter Kilgour
Dr Peter Kilgour is the Director of the Christian Education Research Centre and a Senior Lecturer in the Faculty of Education, Business and Science at Avondale College of Higher Education. His research areas include teacher education, innovative learning and teaching, assessment in work integrated learning, cultural awareness and mathematics education. He is an educator of 35 years’ experience in four different countries. As a former secondary mathematics teacher, school principal, and school system CEO, he has a passion for innovative learning and has worked to implement this in the higher education setting, in online and on-campus modes. His current teaching responsibilities include multicultural education and professional development for pre-service teachers.
Catherine McLoughlin
Catherine McLoughlin is an Associate Professor with the Faculty of Education at the Australian Catholic University, Canberra. With over 30 years of experience in higher education in Europe, South East Asia, the Middle East, and Australia, she has experience and expertise in a variety of educational settings, with diverse students and across a wide range of cultural contexts. Catherine’s research focuses on e-learning, technology enabled pedagogy in higher education, curriculum design, and global trends in education and teacher professional development. Her current research interests include the use of social networking tools to support learning, networked learning in higher education and knowledge creation processes.
Chris Boddey
Chris Boddey provides eLearning support to teaching staff across the Avondale College of Higher Education campuses and lectures at the Avondale Business School. Chris has a professional background across primary, secondary and tertiary education in both Queensland and New South Wales. Chris has been involved in supporting educational technology innovation for over thirty years and has utilised his experience in education to capitalise on business opportunities in education throughout his career. He has operated a small business in the education sector for over fifteen years and has twenty years’ experience in school governance. Chris is keenly aware of the challenges associated with the changing face of twenty-first century education in a variety of educational settings. His research interests include: professional development curriculum design and delivery, facilitating authentic blended learning environments and addressing barriers to effective ICT integration in education.
Variations in coherence and engagement in students’ experience of blended learning
Full paper
Feifei Han
The University of Sydney
Robert Ellis
The University of Sydney
Catch this session
Monday 4 December, 11.30am - 12pm
Stream 4
Room L209
Abstract
We report a study which examines variations in coherence and engagement of 344 first year engineering students’ blended learning experience. Using self-report and observational data sources, we demonstrate that student perceptions of the blended learning environment, academic learning outcomes, and actual engagement with the online learning activities are logically related at the variable level as shown by correlation analysis; and at the level of student groupings of similar learning experience and behaviors, as revealed by cluster, ANOVA, and 2 x 2 contingency analyses. Using self-report data, we found that when students perceived the learning activities in the f2f and online environments were coherent and integrated, they tended to be more engaged with the online learning and to perform relatively higher on the assessment tasks than students with negative perceptions. Using the observational data, students who were more engaged with the online learning tended to perceive that the online learning was well integrated with the f2f learning, that the online contributions were valuable for the whole learning experience, and achieved relatively higher than less engaged students. A 2 x 2 contingency table further revealed a logical relationship between the groupings of students based on the self-report and observational data: moderate and positive association was found between students with coherent perceptions and more engagement; and between students with fragmented perceptions and less engagement with the learning experience. The use of multiple data sources and methods enabled triangulation, strengthened analysis power, and offered a more comprehensive picture of students’ blended learning experience.
About the authors
Feifei Han
Feifei Han currently is an educational researcher at the University of Sydney. Her current research interests comprise of three broad themes: (1) language and literacy education; (2) teaching, learning, and educational technology in higher education, and (3) educational psychology.
Robert Ellis
Robert Ellis is an Associate Professor of Education at the University of Sydney. He has been a funded chief investigative researcher for the Australian Research Council since 2005. His current project is funded up until 2019 (with Goodyear and others). Robert’s research interests focus on the student and teaching experience of e-learning, quality and innovation in higher education and learning spaces. He is author of two books and more than eighty internationally refereed publications, mostly in journal articles. He is also a coordinating editor of the Springer Journal ‘Higher Education’, and co-editor of the new book series for Springer ‘Understanding Teaching and Learning practice’. The goal of his research and scholarship is to achieve meaningful social contributions through translational research outcomes.
Women and rural people’s participation in tertiary education through internet resources in India: A narrative inquiry
Full paper
Sandeep Kaur Sandhu
Monash University, Australia
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 5
Room C204
Abstract
India has a large formal higher education system, however, the enrolment of women and rural people in universities is not substantial. Women enrolment in tertiary education was reported only 41.5% of the total enrolment in the academic year 2010-2011 and only 7% population in rural areas have a higher education. Many socio-cultural barriers prevent people from accessing higher education in India. The integration of the Internet into the higher education sector has the potential to improve access to tertiary education in India regardless gender and area. Using personal narrative and interview data, this article explores how Internet resources can be used to enhance women and rural people’s participation in tertiary education in India.
About the authors
Sandeep Kaur Sandhu
Dr Sandeep Kuar Sandhu is a Sessional Lecturer at Monash University, Australia and a casual research assistant at RMIT University, Australia. Sandeep was awarded her PhD on the use of educational technology in higher education settings from Monash University in 2016. Dr Sandeep Sandhu has special expertise in use of ICT in higher education, mixed-method approaches in educational researches, teacher education, narrative inquiries and the Social Construction of Technology theory. Sandeep has almost eight years of multicultural experience of teaching and research in tertiary education in Australia, UK and India.
Improving transnational and industry-supported student engagement through immersive videoconferencing in a 3D virtual environment
Innovation Award (2016)
Sasha Nikolic
University of Wollongong
Mark Lee
Charles Sturt University
Christian Ritz
University of Wollongong
Farzad Safaei
University of Wollongong
Tom Goldfinch
University of Wollongong
Wanqing Li
University of Wollongong
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 5
Room C204
Abstract
The aim of this project has been to use a novel immersive video collaboration technology to enhance the learning experience of transnational students, and to facilitate student interaction and engagement with their peers and with industry representatives. The goals are twofold: firstly, to afford offshore-enrolled students (those studying at overseas satellite campuses and partner institutions) equivalent learning experiences to locally enrolled students by emulating the essence of a single university campus environment, irrespective of their physical location; and secondly, to provide relevant and authentic learning opportunities for all students through real-time involvement of professionals and other subject-matter experts.
About the authors
Sasha Nikolic
Sasha Nikolic received the B.E. (telecommunications) in 2001 and PhD in Engineering Education in 2017 from the University of Wollongong, Wollongong, Australia. He spent several years in industry and then in 2006 commenced as Laboratory Manager, involved in improving and developing the teaching laboratories and sessional teaching staff with the University of Wollongong. In 2014, he became an Associate Lecturer in engineering education and in 2016 a Lecturer. Dr Nikolic became Chair of the NSW Chapter of the IEEE Education Society in 2014. He won a university Outstanding Contribution to Teaching and Learning Award in 2011. In 2012, he was awarded a Citation for Outstanding Contributions to Student Learning as part of the Australian Awards for University Teaching. In 2016, he also received awards for his contribution to engineering education through the IEEE, AAEE and ASCILITE.
Mark Lee
Christian Ritz
Farzad Safaei
Tom Goldfinch
Wanqing Li
The Student Relationship Engagement System: Empowering teachers to collect, analyse, and act on meaningful data to engage students at scale
Innovation Award (2016)
Danny Liu
The University of Sydney
@dannydotliu
Kevin Samnick
The University of Sydney
@kevin_samnick
Ruth Weeks
The University of Sydney
@ruthwsydney
Adam Bridgeman
The University of Sydney
@adambridgeman
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 1
Room H102
Abstract
The Student Relationship Engagement System (SRES) was developed at the University of Sydney to help academics personalise engagement with large student cohorts. Academics consistently report that positive feedback from students "shows how helpful the SRES is in allowing us to give the kind of personalised attention to students that time wouldn't otherwise allow". From marking attendance, analysing grades, collecting live feedback, and providing easy ways to personalise bulk feedback to students via emails and web portals, the SRES gives academics access to data that are meaningful in their contexts and helps them to create personalised learning environments with targeted feedback and support. This unique and inherently practical application of learning analytics is currently used across 20 departments in over 120 units and reaches over 20,000 students at the University of Sydney. It has been credited with increasing student engagement, improving retention rates, and enhancing students’ learning outcomes. The SRES is also being piloted at a number of other Australian universities, and we are keen for more collaborators. In this presentation, you will use the SRES live, hear about its implementation, wider adoption, and impact, and explore how it could impact students in your contexts.
About the authors
Danny Liu
Danny is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A national teaching award winner, he focuses on wrangling technology to improve learning and teaching by working at the confluence of educational technology, student engagement, learning analytics, and professional development and leadership.
Kevin Samnick
Kevin is an Educational Designer with a background in secondary STEM teaching, pharmaceutical research, and biology. He is an advocate for education, learning, technology, and ensuring students and teachers are our first priority in higher education.
Ruth Weeks
Ruth is an Educational Design Manager with a background in teaching English as a foreign language and academic writing. She is passionate about teaching with technology and the future of digital education.
Adam Bridgeman
Adam is Director of Educational Innovation at the University of Sydney and has received institutional and national awards for teaching and is an Australian National Teaching Fellow. He aims to invigorate and change learning and teaching culture through a focus on blended, collaborative, and interactive learning designs.
2017 Year of Open: Is it worth celebrating in Australia?
Open fishbowl
Tamara Heck
University of Southern Queensland
@tamaraheck
Neil Martin
University of Southern Queensland
Adrian Stagg
University of Southern Queensland
@OpenKuroko
Catherine Wattiaux
University of Southern Queensland
Amelia Dowe
University of Southern Queensland
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 3
Room L206
In this session, the facilitators will be using sli.do. The event code is: OEP17
Abstract
Whilst 2017 is internationally celebrated as the Year of Open, the fishbowl discussion aims at critically discuss the current state of the art of openness in higher education. We concede that open educational practice, including for example the use, creation and sharing of open educational resources, is neither widely understood, nor widely engaged within Australia. Reasons are that research is mostly focusing on open educational resources, not on overall practices. The latter includes investigations in practical issues applying open practices. As holistic solutions have yet to mature - regarding for example staff development, organisational policy and commitment, as well as business models - the community is still reluctant in engaging in open practices.
Our core questions we want to discuss with the audience are:
- What does an Australian higher education sector that embraces OEP look like? and
- What are the key factors that act as barriers to widespread adoption of open educational practices in Australia?
We refer to five major barriers that we think hinder and partly lock off the success of openness in higher education, which are lack of recognition in policies, value proposition, institutional prestige, competitiveness as well as guidelines. The open fishbowl concept aims at discussing those barriers together with the audience, but as well allows participants to come up with their own opinions and perceptions about current openness processes and developments.
About the authors
Tamara Heck
Tamara Heck is a research fellow working in the Digital Life Lab at the University of Southern Queensland. She is currently researching openness in science and education. One of her recent studies conducted with an inter-disciplinary team involved a survey on open science in higher education and asked over 200 participants on their open teaching and learning practices as well as on their usage of open collaborative tools. Further research investigates in questions on how researchers and academics perceive open practices in their work, how openness impacts research outputs and how it influences research impacts.
Neil Martin
Neil Martin is the Senior Digital Innovator in the Digital Life Lab at the University of Southern Queensland. His doctoral thesis based in psychology, examined the optimal design of open online courses using motivational principles articulated in self-determination theory. He has nearly 20 years of experience working in higher education in Australia and the UK and has held roles as a web developer, web services manager, and learning technologist. His current research interests examine how digital technology can support wellbeing and flourishing from a positive psychology perspective.
Adrian Stagg
Adrian Stagg is currently the Manager (Open Educational Practice) for the University of Southern Queensland. His career has included over 14 years in both public and academic libraries, as well as positions as a Learning Technologist and eLearning Designer. Adrian holds a Master of Applied Science (Library and Information Management). His interest in Open Educational Practice has prompted the commencement of a PhD at the University of Tasmania focusing on the practitioner experience in the reuse of Open Educational Resources. His research areas include the ecology of open educational practice and higher education policy as it relates to and supports, open educational initiatives.
Catherine Wattiaux
Catherine Wattiaux is the Manager of the Library copyright services at the University of Southern Queensland. She has 17 years in academic and scholarly libraries and R&D services. Since her initial thesis on Selective Dissemination of Information, she has developed an interest in knowledge management, data management, and open access datasets. Her work in copyright has led her to increase her knowledge in Open Educational Resources and current scholarly publishing practices. Her research area is in the identification and use of Open Educational Resources for higher education as well as the data management of above mentioned resources.
Amelia Dowe
Amelia Dowe is the Learning Advisor for Engineering, Built Environment and IT disciplines at USQ. She is currently involved in an Open Educational Practice grant to develop an online program to support students on the Autism Spectrum as they transition to University. With an academic background in Applied Linguistics and Disability, her research interests focus on equity and diversity in Higher Education.