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.
Learning analytics: What's in it for me (the teacher) and us (myself and my students)?
Lightning round
Cathy Gunn
University of Auckland
@dr_cathy_gunn
Claire Donald
University of Auckland
Jenny McDonald
University of Auckland
Catch this session
Monday 4 December, 2.30pm - 3pm
Stream 2
Room R113
Abstract
Like many emergent trends in learning technology the potential for learning analytics to benefit teaching and learning is being explored with promising results. However adoption is a slow process and the level of impact on practice is so far disappointing (O’Brien, 2016). Our research found that institutions, researchers and teachers have different perceptions and use different language to talk about learning analytics. We will briefly discuss why this lack of common discourse is a barrier to progress, and runs the risk of ending in more failed expectations such as those described in the annual Gartner Hype Cycle Reports .
In three short presentations, we will describe examples of learning analytics tools and strategies developed to promote their adoption in practice by teachers and learning designers. A guiding principle is to produce easy to use tools that teachers can use or adapt to their own practice (Datnow & Hubbard, 2016; Ferguson et al., 2016). The tools must also serve a useful purpose, e.g. by supporting common tasks or addressing common challenges, and aligning with familiar teaching and assessment cycles.
Links will be provided to the open source tools and creative commons licensed resources produced by a nationally funded learning analytics research project in New Zealand.
About the authors
Cathy Gunn
Cathy Gunn is an Associate Professor at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has been the Head of eLearning, Deputy Director, Acting Director and Principal Researcher, and produced more than 130 scholarly publications. She is an experienced learning technology researcher and an active contributor to international networks. She is a former President and life member of Ascilite.
Claire Donald
Claire Donald is a lecturer and learning designer at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. She has 25 years’ experience as a learning designer and researcher in higher education, specifically in the fields of science and engineering education, MOOCs, teacher beliefs, learning analytics and learning design.
Jenny McDonald
Jenny McDonald is an independent researcher and a Research Associate at the Centre for Learning and Research (CLeaR), University of Auckland. Jenny has particular research interests in natural language processing techniques for formative feedback and learning analytics but she is broadly interested in the applications
Online professional learning: Lessons, challenges, opportunities
Open fishbowl
Jonathan Powles
University of New England
@jonpowles
Shelley Kinash
University of Southern Queensland
@KinashinAUs
Aliya Steed
University of New England
@afsteed
Jennifer Lawrence
University of Canberra
@jennyalawrence
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 2
Room R113
Abstract
Often, our default pedagogies for professional, authentic, and/or work-integrated learning start with face-to-face assumptions. The “placement” is the starting-point for many academics’ thinking about how to provide students with authentic experience of professional work, and the placement is predicated on the assumption of physical presence in the workplace. Often, academics’ experience of other pedagogical strategies for authentic learning – for instance, problem-based learning, role play, action research – start with an assumption of physical presence.
On the other hand, we now have many rich experiences of professional, work-integrated and authentic learning that have been situated online. This fishbowl session allows participants to share, analyse and learn from these experiences. What are the challenges and opportunities in moving role play or simulation online? What have MOOCs taught us about how people seek to develop their professional education? What technologies and tools exist to capture authentic learning in the workplace and curate these as online records of professional practice? How do employers respond or react to professional learning conducted online? What sorts of pedagogical and business models have universities adopted around online professional qualifications, and how do these differ from more traditional models? Given that the great majority of students who study online are simultaneously working, how have we or can we leverage this body of existing professional experience as part of students’ learning journeys?
About the authors
Jonathan Powles
Jonathan Powles’ role at UNE is to lead the strategic pedagogical direction of the university. With 18,000 online students, UNE is Australia’s oldest provider of distance and online education, with a rich history of delivering online, professionally-focused education in fields as diverse as agriculture, education, healthcare, business, law and the performing arts. Prior to taking up his position at UNE Jonathan held education leadership positions at a variety of universities in Australia and the UK, where he led and contributed to a number of online and professional-education curriculum innovations.
Shelley Kinash
Shelley Kinash returned to USQ as Director, Advancement of Teaching and Learning in 2017. Previously she was Director of Teaching and Learning at Bond University, where her major achievements were championing employability throughout the everyday curriculum; migrating the student evaluation of teaching to an online system; and supporting a whole-of-university approach to blended / technology-enhanced learning. She has over 200 publications including 3 books. The central tenets of Shelley’s research portfolio are student voice, learning experience and employability and academic development. Shelley has a long history of research and practice in employability. She has co-led two national strategic priority research projects (Supporting graduate employability from generalist disciplines through employer and private institution collaboration; and Engaging postgraduate students and supporting higher education to enhance the 21st century student experience).
Aliya Steed
Aliya Steed has led and contributed to the development of online professional learning programs at ANU for nearly twenty years. For much of that time she managed the educational design programs at the ANU College of Law, where she led the development of pedagogical strategies and technological environments for a national program in Migration Law and Practice; a fully-online and Australia-wide simulation-based Graduate Diploma in Legal Practice; and most recently an online, PBL-based Juris Doctor program. As Manager, educational design at ANU Online, she and her team support online innovation ANU-wide, including programs ranging through business, science, languages and health, and the development of ANU’s suite of MOOCs. In October 2017 she joined the University of New England as Manager, Strategic Learning Initiatives.
Jennifer Lawrence
As Teaching and Learning Fellow (transition pedagogy) at UC, Jennifer Lawrence has led the development and delivery of “Foundations of Professional Planning”, a first-year unit taken by nearly all undergraduate students. This unit supports students to identify their potential professional destinations, and develop a five-year plan to acquire the specific and generic skills required to reach that destination through a combination of curricular and co-curricular learning. The unit is delivered both face-to-face and online. Jennifer also led the development and delivery of UC’s related MOOC, “Navigating Your Professional Future”. Prior to joining UC, Jennifer taught in the secondary sector, where her foci included authentic learning and learning technology innovation.