Are learning analytics leading us towards a utopian or dystopian future, and what can we as practitioners do to influence this?
ASCILITE session
Cassandra Colvin
Charles Sturt University
@casssays
Malcom Burt
Queensland University of Technology
@DrCoaster
Sue Gregory
University of New England
@SueGregory
Cathy Gunn
University of Auckland
@dr_cathy_gunn
David Jones
University of Southern Queensland
@djplaner
Gregor Kennedy
University of Melbourne
Dirk Ifenthaler
University of Mannheim
@ifenthaler
Greg Thompson
Queensland University of Technology
@gfthommo
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 1
H102
Abstract
In 2015 the Learning Analytics Community Exchange (LACE) developed a series of eight scenarios of the future of learning analytics which were designed to engender provocative discussion and reactions. The ASCILITE Learning Analytics Special Interest Group accepts this challenge and presents a panel discussion based on these scenarios. Our facilitator will lead the session through a series of questions, bringing together a range of discussants, each with their unique perspectives on the value and future of Learning Analytics. Will the year 2025 see a utopian future where students and academics have ready access to a diverse range of data and associated recommendations or a dystopian future in which learning analytics are rarely used. Delegates will be invited to join in the discussion through voicing their own opinions via a live Twitter feed and polling.
About the authors
Cassandra Colvin
Cassandra is currently Manager, Adaptive Learning and Teaching Services at Charles Sturt University. Prior to this appointment she was Manager, Learning Analytics, and Manager, Enhancing Student Academic Potential, an academic intervention program targeting first-year students who had been identified as academically vulnerable, both appointments at University of South Australia. Cassandra has enjoyed extensive experience in the international education industry, primarily in management roles supporting the needs of international students. In 2007, Cassandra led the team at Edith Cowan University which an Australian Office of Learning and Teaching program award in the category 'The First-Year Experience'. Cassandra has presented widely on themes relating to learning analytics, student support, and intercultural interactions. Particular interests include learning analytics implementations and practice in higher education, intercultural relations between students, and embedding quality and continuous improvement tenets into all aspects of her work.
Malcom Burt
I’m a PhD candidate in virtual reality and also create virtual reality objects for universities, which allow their students to experience more immersion and empathy (the two key reasons to use VR). There’s too many huge ideas in this space which, while cool, scare people off. Perhaps we should be focusing on making the bare minimum that you need to enhance immersion and empathy? I’d like to come to ASCILITE to speak to others in this field, to identify others that may be researching in this area, and of course to become a member. Malcolm is attending ASCILITE 2017 as one of three recipients of the 2017 ASCILITE Student Bursary Award.
Sue Gregory
Associate Professor Sue Gregory is the Chair of Research, Education Scholar and member of the ICT team in the School of Education, University of New England, Armidale, Australia. She holds a Senior Fellowship of the Higher Education Academy. Sue teaches pre-service and postgraduate education students how to incorporate technology into their teaching. She has been applying her virtual world knowledge to expose her students, both online and off-campus, since 2007. She has been involved with many national and university projects on creating and using learning spaces in virtual worlds, with over Au$1.2m in grants, including five Australian Category 1, two as lead. She received an OLT citation in 2012. Since 2009, Sue has been Chair of the Australian and New Zealand Virtual Worlds Working Group and has over 100 publications on teaching and learning in virtual worlds and also in the area of exploring various tools for online teaching and learning.
Cathy Gunn
Cathy Gunn is an Associate Professor of Learning Technology at the Centre for Learning and Research in Higher Education (CLeaR) at the University of Auckland. CLeaR promotes innovation and leadership in teaching and learning at institutional level and across eight faculties in New Zealand’s largest research university. She has held leadership positions at the Centre, including Head of eLearning, Deputy Director, Acting Director and Principal Researcher, and produced more than 130 scholarly publications during 25 years working in the higher education sector. Cathy is an experienced researcher and an active contributor to international learning technology professional societies and networks. She has reviewed papers for various high profile journals and conferences since 1995, and is a former President and life member of Ascilite
David Jones
David Jones has tinkered at the intersection of learning, teaching and digital technology in higher education since the last days of print-based distance education in the early 90s. In that time, he's taught in information technology, information systems, teacher education and tertiary teaching programs. He currently works for USQ's Office for the Advancement of Learning and Teaching. His primary research interest has been in theorising, developing, supporting, and using digital systems that are actually useful and easy to use for learners and teachers. His current focus is on enabling teacher DIY learning analytics and exploring its impact on learning and teaching.
Gregor Kennedy
Gregor Kennedy is the Pro Vice-Chancellor (Teaching & Learning) at the University of Melbourne, Director of the Melbourne Centre for the Study of Higher Education, and a Professor of Education in the Melbourne Graduate School of Education.
Dirk Ifenthaler
Dirk Ifenthaler is Chair and Professor for Learning, Design and Technology at the University of Mannheim, Germany, Adjunct Professor at Curtin University, Australia, and Affiliate Research Scholar at the University of Oklahoma, USA. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. Hi research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and the USA – see Dirk’s website for a full list of scholarly outcomes at http://www.ifenthaler.info.
Greg Thompson
Greg Thompson is Associate Professor of Education Research at Queensland University of Technology (QUT). Prior to becoming an academic, he worked as a high school teacher in Western Australia for 13 years. He graduated with a PhD from Murdoch University in 2009. From 2010-2015 he worked in the School of Education at Murdoch, before taking up his position at QUT in July 2015. Thompson’s research focuses on educational theory, education policy, and the philosophy/sociology of education assessment and measurement with a particular emphasis on large-scale testing. Recent research projects include reconceptualising test validity, Instructional Rounds as Professional Learning, education policy and teachers’ perceptions of time and the impending impact of learning analytics/Big Data on schools. He is the Australasian Editor (under Stephen Ball) of The Journal of Education Policy and Associate Editor (under Bob Lingard) of Discourse: Studies in the Cultural Politics of Education. He is also editor of two book series, Local/Global Issues in Education (Routledge) and Deleuze and Education Research (Edinburgh University Press).
The ASCILITE Community Mentoring Program: Building capacity in technology enhanced teaching and research
ASCILITE session
Helen Farley
University of Southern Queensland'
@helssi
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 4
Room L209
Abstract
Every year, mentors and mentees from a diversity of higher education institutions across Australia and New Zealand come together in formal mentoring arrangements under the auspices of ASCILITE. Mentees and mentors choose a focus which may range from building research capabilities, writing journal articles or planning an educational technology project. This presentation provides a snapshot of what the 2017 cohort achieved in the words of the mentors and mentees themselves.
About the author
Helen Farley
Dr Helen Farley is an Associate Professor, Digital Life Lab, University of Southern Queensland.
Helen led the USQ-led Collaborative Research Network (CRN) project with ANU and UniSA to develop a Mobile Learning Evaluation Framework. She is an AJET associate editor, editor of an edited book on mobile learning in the Asia-Pacific region, guest editor of the AJET special issue on mobile AR & VR, and a core member of the ASCILITE Mobile Learning SIG.
http://orcid.org/0000-0002-9511-4910
Speed editing with an AJET editor
ASCILITE session
AJET Editorial Team
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 6
Room T125
Abstract
This session gives you the opportunity to meet one-on-one with an AJET editor to discuss your draft paper or publishing idea. These short, sharp, speed editing sessions will allow prospective authors to discuss with a Lead Editor of AJET an idea for a paper that could be submitted to the journal. Sessions will last 15 minutes and can be booked through the registration desk at the conference. Some authors may have completed their draft paper or still be in the process of conducting their research. In either case, authors should be able to bring along a maximum one page summary of their proposed paper. In this summary please try to address each of these headings: (1) Proposed title, (2) Research problem, aim or question this study addresses, (3) Methodology, method, and materials, (4) Main results/findings - key points, (5) Key conclusions/implications - further research, theory, practice and/or policy.
Speed editing with an AJET editor
ASCILITE session
AJET Editorial Team
Catch this session
Tuesday 5 December, 12pm - 12.30pm
Stream 6
Room T125
Abstract
This session gives you the opportunity to meet one-on-one with an AJET editor to discuss your draft paper or publishing idea. These short, sharp, speed editing sessions will allow prospective authors to discuss with a Lead Editor of AJET an idea for a paper that could be submitted to the journal. Sessions will last 15 minutes and can be booked through the registration desk at the conference. Some authors may have completed their draft paper or still be in the process of conducting their research. In either case, authors should be able to bring along a maximum one page summary of their proposed paper. In this summary please try to address each of these headings: (1) Proposed title, (2) Research problem, aim or question this study addresses, (3) Methodology, method, and materials, (4) Main results/findings - key points, (5) Key conclusions/implications - further research, theory, practice and/or policy.
Learning Design SIG
ASCILITE session
Eva Dobozy
Curtin University
Leanne Cameron
Southern Cross University
@leannecameron
Panos Vlachopoulos
Macquarie University
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 2
Room R113
Abstract
The Learning Design Special Interest Group (LD SIG) aims to develop a supportive environment for learning design researchers and learning designers in Australia and beyond who are engaged in, or wish to engage with the emerging field of Learning Design. Come and share the latest developments in Learning Design.
About the authors
Eva Dobozy
Associate Professor Eva Dobozy is the Deputy Dean, Learning and Teaching at the Curtin Business School, Curtin University, leading program and pedagogical innovations and the development of templatable learning designs for reuse in a variety of disciplines, which she refers to as 'blue print designs' or 'transdisciplinary pedagogical templates (TPTs). She is currently the Vice-President of the Western Australian Institute of Educational Research, the Australian representative and executive member of the International Council for Educational Media (ICEM) and the recipient of the 2015 Outstanding Professional Service Award from the Professional Teaching Council of Western Australia. Furthermore, Associate Professor Dobozy is the co-founder and leader of the ASCILITE Learning Design SIG.
Leanne Cameron
Leanne Cameron is currently working at Southern Cross University as Lecturer, Design, Digital & Technologies Education in the School of Education. It was over 10 years ago while working with Macquarie University’s E-Learning Centre of Excellence that her work in the area of Learning Design began. She has managed three OLT research projects researching various aspects of Learning Design and she continues to research and publish in the field. Her most recent publication, ‘How learning designs, teaching methods and activities differ by discipline in Australian universities’ was included in the final volume of the Journal of Learning Design this year.
Panos Vlachopoulos
Associate Professor Panos Vlachopoulos is Associate Dean, Quality and Standards, Faculty of Arts at Macquarie University. Panos is an academic educator, with 15 years of international experience in the area of Higher Education Development. He has led large scale curriculum development projects in the UK, New Zealand, Hong Kong, Greece and Australia. He developed a learning design methodology for team-based curriculum design, a framework for reflection in professional learning and has taught for numerous years in areas of Technology-Enhanced Learning and Teaching. Panos is a member of numerous professional organisations (including Ascilite) and a reviewer for journals in technology-enhanced learning and higher education studies. His current research focuses on online learning design, social network analysis, reflective practice and digital professional skills.
Enhancing the role of pedagogical beliefs in TPACK-based professional development
Concise paper
Lis Conde
The University of Melbourne
@liscondeh
Linda Corrin
The University of Melbourne
@lindacorrin
Kristine Elliott
The University of Melbourne
Gregor Kennedy
The University of Melbourne
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 5
Room C204
Abstract
Professional development programs that aim to enhance the use of educational technology in higher education have become a priority in many countries. However, educators’ pedagogical beliefs may present a barrier to the successful outcomes of these programs and are often overlooked. This paper presents a professional development approach designed to make explicit educators’ pedagogical beliefs in regards to educational technology. The outcomes of the study will provide insights into strategies to address educators’ beliefs about teaching, learning and students in general, as a launching pad for improvements in practice to occur.
About the authors
Lis Conde
Lis Conde is a Guatemalan national and a PhD candidate at the Melbourne Centre for the Study of Higher Education. Her research is focused on professional development to enhance the use of educational technology in higher education. An experienced Learning Designer, Lis specializes in the creation of educational solutions based on active learning. She has also been teaching English to adults since she was 16, and has years of immersion in the call center industry playing the role of a trainer.
Linda Corrin
Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. In her current role, she provides support for curriculum development, delivery and assessment to staff in the faculty. Her research interests include students' engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is member of the University of Melbourne’s Learning Analytics Research Group and co-founder of the Victorian and Tasmanian Learning Analytics Network. She is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.
Kristine Elliott
Kristine Elliott is an Associate Professor in Higher Education within the Melbourne Centre for the Study of Higher Education, The University of Melbourne. Her role supports the University’s digital learning strategy through the development and evaluation of professional development for University staff in the use of educational technology for learning, teaching and assessment. The central theme of Kristine’s research is how contemporary and emerging technologies can be used to support and enhance the learning and teaching experiences of students in higher education. Increasingly, her research has focused on the use of learning analytics: to better understand learners’ behaviours in digital environments; and to inform learning design.
Gregor Kennedy
Gregor Kennedy is Pro Vice-Chancellor (Teaching and Learning) at the University of Melbourne and Director of the Melbourne Centre for the Study of Higher Education. Gregor is an international leader in educational technology research and development, particularly in the context of higher education. He has longstanding research interests in contemporary learning design and emerging technologies, educational technology research and evaluation, interactivity and engagement in digital learning, 3D immersive virtual environments, and the use of learning analytics in digital learning environments. He has published widely in these areas and is a regular keynote and invited presenter at local and international conferences. As Pro Vice-Chancellor (Teaching and Learning) Gregor leads the University's strategy in teaching, learning and assessment, curriculum innovation, and the use of learning technologies and learning analytics.
Framing the digitally capable university: Digital literacies as shared scholarly and professional practice
Concise paper
Fiona Salisbury
La Trobe University
@fiSalisbury
John Hannon
La Trobe University
@John_H99
Jennifer Peasley
La Trobe University
@PeasleyJennifer
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 6
Room T125
Abstract
The proliferation of “literacies” in educational discourse reflect a diverse array of interests, encompassing computer, information, technical, media literacies, and also forms like academic, financial, and health literacies. As digital literacies have become a concern for higher education curriculum, there has been a tendency to define it as a practical type of operational know-how. This paper sets out a university-wide, holistic and critical approach that breaks from the legacy of institutional framings that narrow digital literacies to a set of skills or competencies.
In developing a Digital Literacies Framework, La Trobe University articulated a shared understanding of digital literacies as the capabilities and attitudes that are needed by staff ‘in a digitally connected world’. This marks a shift from strategies that primarily deploy institutional curriculum mapping and measurement approaches; rather it argues for an institutional approach that requires collaboration and strategic engagement of students and academic and professional staff, in order to meet goals related to building digital capability. The La Trobe Digital Literacies Framework takes a whole university perspective that integrates policy and practice, providing a rationale for the critical importance of digital literacies in domains of life, work and learning, addressing an implicit ‘Why?’ question from staff and students. The University Library coordinated the Framework development. It was a scholarly undertaking that gathered evidence and reviewed international best practice. In this endeavour, the La Trobe University Library is a leader in the implementation of a university-wide strategy for digital literacies in Australia.
About the Authors
Fiona Salisbury
Fiona Salisbury is the Deputy Director, Learning and Engagement in the Library at La Trobe University. Fiona has worked at La Trobe since 2006. She has published papers on information literacy, collaborative practice and library management. Her current research projects cover a broad range of interests including critical university studies, digital literacies, and open educational resources. Fiona is also currently a PhD candidate at the University of Sydney.
John Hannon
Dr John Hannon has an Honorary Senior Lecturer positon in the School of Education at La Trobe University. His researches digital literacies, open education resources, and the digitisation of academic work and teaching; he also supervises research students and has taught postgraduate courses in university teaching and digital media. He has published internationally on educational technologies, academic development, professional practice, and intercultural communication. His current research focuses on transitions in academic work and university teaching that are emerging with the digitisation of higher education contexts.
Jennifer Peasley
Jennifer Peasley is University Librarian at La Trobe University Library, responsible for leading and managing library services and partnerships across the University’s six campuses. Prior to joining La Trobe University in January 2013, Jennifer was Deputy University Librarian at Macquarie University Library where her role encompassed quality and planning, corporate services and IT. Jennifer is Chair of the Council of Australian University Librarians’ Quality and Assessment Advisory Committee and has a strong interest in quality assurance, evaluation, and organisational design and development.
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
Mark J. W. Lee is an adjunct senior lecturer in education with Charles Sturt University and honorary senior research fellow in IT and engineering with Federation University Australia. His 70+ publications in educational technology, e-learning and innovation in tertiary teaching have been cited over 4,000 times, according to Google Scholar.
Christian Ritz
Christian Ritz is an Associate Professor in the School of Electrical, Computer and Telecommunications Engineering at the University of Wollongong. He is a member of the University’s Visual and Audio Signal Processing Lab and directs its anechoic recording and playback facility. His current research interests include speech and audio signal processing, acoustics as well as engineering education, particularly the integration of generic professional competencies into the curriculum and transnational learning experiences
Farzad Safaei
Farzad Safaei graduated from the University of Western Australia with the degree of Bachelor of Engineering (Electronics) and obtained his PhD in Telecommunications Engineering from Monash University, Australia. Currently, he is the Professor of Telecommunications Engineering at the University of Wollongong. Research interests include multimedia signal processing and communications technology
Tom Goldfinch
Tom Goldfinch is currently a Senior Lecturer in Engineering Education at the University of Sydney. His key research focus areas are engineering mechanics education, and the social and cultural aspects of engineering education and practice. He is President of the Australasian Association for Engineering Education.
Wanqing Li
Wanqing Li is an Associate Professor in the School of Electrical, Computer and Telecommunications Engineering and Deputy Director of the ICT Research Institute at the University of Wollongong. With over 30 years’ industrial and academic research experience, he has filed six patents and published over 100 refereed papers. His current interests are in human motion analysis, multimodal biometric cryptosystems, and automatic annotation and intelligent retrieval/adaptation of multimedia content.
Assuring quality online learning: The ASCILITE Technology Enhanced Learning Accreditation Scheme (TELAS)
ASCILITE session
Dominique Parrish
University of Wollongong
Allan Christie
Blackboard
@ns_allanc
Catch this session
Tuesday 5 December, 3.45pm - 4.45pm
Stream 5
Room C204
Abstract
There has been a significant increase in the number of students choosing to engage in online learning (Hodge et al. 2014). Estimates suggest that in the last twelve years there has been a 263% increase of students enrolling in online courses (OLC, 2016). Additionally, institutional leaders are progressively recognizing that online learning is crucial to long-term institutional success and profitability (Bowen, 2013). However, while online learning has the potential to transform the business and viability of higher education institutions, there is also a critical need to identify how the quality of online learning can be assured (Kidney, Cummings, & Boehm, 2007; Salmon 2013).
Professional associations, such as ASCILITE have a major role to play in regard to assuring the quality of online learning in higher education (Frydenberg, 2002). This presentation will provide an overview of an ASCILITE initiative – The Technology Enhanced Learning Accreditation Scheme (TELAS), which is being conceptualized to develop an internationally benchmarked scheme that will assess and assure the quality of online learning.
The TELAS will be implemented across three operational phases. The first phase will result in the production of a TEL accreditation framework, which will be the basis of the instrument used to conduct the quality assessment of online learning and a TELAS web portal. This presentation will showcase the TELAS framework and outcomes from Phase 1, explain the details of the next two phases and describe the intended approach and perceived benefits of the entire accreditation scheme.
References
Bowen, W.G. (2013). Higher Education in the Digital Age. Princeton, NJ: Princeton University Press.
Frydenberg, J. (2002). Quality Standards in e-Learning: A matrix of analysis. The International Review of Research in Open and Distributed Learning, 3(2)
Hodge, A., Love, B., Grandgenett, N. F., & Swift, A. (2014). "A Flipped Classroom Approach: Benefits and Challenges of Flipping the Learning of Procedural Knowledge." In P. R. Lowenthal, C. S. York, and J. C. Richardson (Eds.), Online Learning: Common Misconceptions, Benefits and Challenges . Hauppauge, NY: Nova Science Publishing.
Kidney, G., Cummings, L., & Boehm, A. (2007). Toward a Quality Assurance Approach to E-Learning Courses. International Journal on ELearning, 6(1), 17-30.
Online Learning Consortium (OLC), (2016). Online learning catches up to traditional college. Retrieved from https://onlinelearningconsortium.org/news_item/online-learning-catches-traditional-college/
Salmon, G. (2013). E-tivities: The Key to Active Online Learning (2nd ed.). New York, NY: Routledge.
About the authors
Dominique Parrish
Dominique is currently the Associate Dean (Education) in the Faculty of Science, Medicine and Health at the University of Wollongong. She has over 30 years experience in education and held numerous leadership roles including project manager of three national learning and teaching grants, external evaluator for two national learning and teaching grants, Treasurer, Vice-President and now President of ASCILITE. Dominique is also a Lead Editor of the Journal of University Teaching and Learning Practice (JUTLP) and a member of the Australasian Journal of Educational Technology (AJET) Management Committee. Dominique is currently co leading the Technology Enhanced Learning Accreditation Scheme (TELAS) initiative, which is seeking to develop a formal process for assessing and accrediting the quality of online learning. Dominique’s other research interests include leadership in higher education and emotional intelligence.
Allan Christie
Allan is currently the Vice-President, eLearning for Blackboard APAC and this reflects his 30+ years of experience as both an academic and industry leader in the area of eLearning. During his academic career, Allan published extensively and presented at many national and international conferences and was recognised for Excellence in Teaching and Learning at the University of South Australia. Through his long industry association with ASCILITE he was awarded a Life Member of the Society in 2003 and currently has the role of Treasurer. Allan has taken on a "thought-leadership" role in the region which includes conference presentations, panel membership, industry association involvement and social media (blog, twitter) engagement.
@ns_allanc
The combined effects of physical and virtual models in learning cellular biology
Concise paper
Jinlu Wu Hong
National University of Singapore
Van Nguyen
National Unviersity of Singapore
Rulin Chen
National Unviersity of Singapore
Pui Yee Fiona Fan
National Unviersity of Singapore
Kar Jun Loh
National Unviersity of Singapore
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 2
Room R113
Abstract
Physical models have long been used in science education for visualization of complex cellular structure and dynamics during face-to-face lecture (F2F). Recent advancement of technology has enabled us to create virtual models and to share knowledge remotely. This study aims to find out whether physical models can be integrated into digital media to enhance student engagements and learning for an undergraduate Life Sciences module. Three independent experiments were conducted to assess learning effectiveness on three different biology concepts through four learning approaches: video with virtual model only, video with integration of virtual and physical model demonstration, F2F lecture using virtual model only, F2F lecture using virtual and physical models. Participants were randomly assigned to different groups each with the different learning approach. Data collected through pre- and post-tests revealed that significant improvement in learning scientific concepts occurred in one of three controlled experiments when the video contains both virtual and physical models, while no obvious difference found in the other two experiments. This data might suggest that well-prepared digital media alone can convey scientific information well and additional physical models do not aid in information acquisition. However, survey data on student learning experience showed that all participants preferred to learn from physical models. In all three experiments, students consistently voted that the physical models attracted their attention and enhanced their interests. They made better mind maps and raised more questions. This may hint that a combination of digital media with physical models improves engagements and promotes higher order thinking.
About the authors
Jinlu Wu Hong
Jinlu is a senior lecturer in the Department of Biological Sciences, National University of Singapore. He is interested in pedagogical research related to assessment, motivation, and tech-enhanced learning. He published papers in pedagogical journals and gave talks at international conferences on higher education.
Van Nguyen
Hong Van Nguyen is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.
Rulin Chen
Rulin Chen is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.
Pui Yee Fiona Fan
Pui Yee Fiona Fan is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.
Kar Jun Loh
Kar Jun Loh is a undergraduate student in the Department of Biological Sciences at the National University of Singapore.