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.
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.
Collaboration and technology for engaging online learning
Lightning talks 1
Sarah Cahill
University of Southern Queensland
Stephanie Forbes
University of Southern Queensland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 4
Room L209
Abstract
In response to the changing landscapes of higher education in rural and remote areas, the University of New England Library developed the eSkills 2.0 project. The aim of the project was to create a durable and responsive online learning presence that was socially inclusive while providing an equitable and meaningful educational experience. Academics, Academic Skills Support and Librarians collaborated in the identification of information and research skills gaps for the development and review of interactive learning materials.
To create timely, stable and engaging online learning, a variety of technology tools were investigated for use in the project. The primary tools selected for use included Articulate Storyline for its comprehensive solutions to interactive content creation in conjunction with Camtasia Studio for professional video and screencast editing facilities. TouchCast was ideal for creating just-in-time support and response with social media providing the perfect platform for rapid promotion and dissemination.
The eSkills 2.0 project incorporated a two-tiered approach. The first approach was the creation of timely, topic-focused library QuickTips. The second was the development of a comprehensive, enduring suite of library and research skills based modular learning materials that could be adapted, embedded and re-used as necessary.
This presentation will offer an overview of the project with a brief discussion of success, failures and future recommendations. The outcomes of this project will prove beneficial for anyone with an interest in implementing asynchronous online learning strategies to effectively support students in a 24/7 educational environment.
About the authors
Sarah Cahill
Sarah Cahill has worked in academic libraries in Australia for eight years providing specialised support in a range of areas including Health and Law. Sarah has a Bachelors Degree in Psychology and a Masters of Information Technology. Sarah has undertaken training in eLearning Course development with B Online Learning, including Master eLearning and advanced user training in Articulate Storyline software.
Stephanie Forbes
Stephanie Forbes has worked in academic and public libraries for over fifteen years both in Australia and in the UK. Stephanie has a strong interest in online learning in the educational environment. She has a Bachelors Degree in Arts, Postgraduate Diploma in Education, and a Postgraduate Diploma in Library and Information Studies. Stephanie has also undertaken training in eLearning Course development with B Online Learning, including Master eLearning and advanced user training in Articulate Storyline software.