Face-to-face and virtual mathematics enrichment for rural schools: Intersection of teachers, students, technology and pedagogy
Concise paper
Linda Galligan
University of Southern Queensland
Ron Addie
University of Southern Queensland
Linda Stern
Nanango State High School
Taryn Axelsen
University of Southern Queensland
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 4
Room L209
Abstract
While many students hold negative attitudes towards mathematics, research has found that such negative perceptions can be addressed by showing students how mathematics can be relevant to their lives (Galligan and Woolcott, 2015). Indeed studies in Science, Technology, Engineering and Mathematics (STEM) education have found that students become more interested in engaging in these areas if the learning opportunities presented to them are more personally relevant and presented in a manner that an involves active learning, student-focused approach (Christensen, Knezek, and Tyler-Wood, 2015; Maass and Artigue, 2013; McGregor, 2016).
The program reported in this paper has been designed to address student engagement through an active learning approach that is presented through regionally relevant group-based learning activities. The program being reported in this paper is the University of Southern Queensland’s (USQ) Mathematics Rural and Regional Communities (MRRC) project. This project is an extension to the Mathematics Enrichment Program (MEP), which has been running since 2007. Since the MEP’s inception, more than 500 students, 29 schools, 15 pre-service teachers (who are involved to gain practical teaching experience) and many volunteer university lecturers and other mathematics and education professionals have been involved. Through an interactive virtual environment, the MRRC project connects regional high schools to USQ’s two campuses to build the capacity of the teachers and students involved. In this paper the authors describe the overall aim and structure of the MRRC program, preliminary evaluations of the program, analysis of the virtual space and future plans for the program.
About the authors
Linda Galligan
Linda Galligan is an Associate Professor and Discipline Coordinator of Mathematics and Statistics with the Faculty of Health Engineering and Sciences at the University of Southern Queensland. She teaches into first year mathematics, and has strong links with schools providing mathematics programs and activities for students and teachers. Her research includes language and mathematics; students’ and lecturers’ perceptions of student preparation for numeracy demands of university, and models of embedding academic numeracy in university programs. More recently, her focus has been on the use of Tablet technology to effectively teach mathematics; and using modelling to improve pre-service teachers’ deep understanding of mathematics.
Ron Addie
Ron Addie is an Associate Professor with the Faculty of Health, Engineering and Sciences at the University of Southern Queensland. Ron Addie received his BSc degree from Monash University in 1972 and completed his PhD at Monash University in the area of semi-Markov queues in 1986. From 1972 to 1992, he worked in Telecom Australia Research Laboratories where he was involved in the development of ATM, teletraffic, and network analysis and design. In 1992 he moved to the University of Southern Queensland, where he is holds the position of Associate Professor. His current research interests include queueing theory for long-range dependent traffic, rare event simulation, layered network design, network analysis, design and simulation software and security of web information systems. He is the author or co-author of many journal and conference papers, primarily in the area of communications, with more 1000 citations (according to Google Scholar).
Linda Stern
Linda Stern is an experienced Mathematics teacher at the Mathematics/E-Learning Head of Department at Nanango State High School, Queensland.
Taryn Axelsen
Taryn Axelsen is a Lecturer in statistics with the Faculty of Health Engineering and Sciences at the University of Southern Queensland (USQ). She teaches first, second and third year courses in mathematics and statistics and has strong links with schools providing mathematics programs and activities for students and teachers. She has been involved for several years in the mathematics enrichment program at USQ. She also works as a statistics consultant on a range of different programs throughout the university. Her research interests include self-theories, overcoming statistics anxiety, advancements in technology to enhance the teaching of university statistics and statistical enrichment for school aged students.
Facilitating social learning through learning design: A perspective of collaborative academic development
Concise paper
Chie Adachi
Deakin University
@chieadachi
Julia Savage
Deakin University
Marcus O'Donnell
Deakin University
@marcusod
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 6
Room T125
Abstract
The notion of learning design and social learning has been foregrounded lately in the field of technology-enhanced learning. The rise of Web 2.0 that has allowed social networks to develop (not just to find and share information) in connecting global learners to learn from each other through the web. Following this movement, the higher education sector has begun to embed a design of learning that socially encourages peer learning among learners themselves. This is particularly relevant to MOOC environments where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This may in turn present a challenge for university educators to adapt to this new learning environment and ways of teaching. This paper presents a work-in-progress collaborative project designed to respond to such transformation. We in a central learning and teaching unit, designed and developed a course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. We applied the same learning design principles our academics were asked to employ in the development of their MOOC courses. Our purpose was to model and test the framework, but also to distil authentic social learning for academics as learners first. This resulted in creating a community of practice among educators involved in this space. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics in the course.
About the authors
Chie Adachi
Dr Chie Adachi has a PhD in Linguistics (The University of Edinburgh) and has taught/worked at universities in Japan, UK and Australia over the past 12 years. Her current research interests lie within the areas of digital learning and teaching in higher education, sociolinguistics and intercultural education. She currently works as a Lecturer within the central Learning and Teaching unit, Deakin Learning Futures at Deakin University, Melbourne. Since 2017 she has been involved with the ASCILITE Special Interest Group, TELedvisors, as one of the co-founders serving to create a collaborative space and empower advisors working within the area of Technology Enhanced Learning.
Julia Savage
Julia Savage is a lecturer in professional learning within a central unit at Deakin University. Her particular research interest is the scholarship of learning and teaching and supporting the work of sessional staff.
Marcus O'Donnell
A/Prof Marcus O’Donnell is Director, Digital Learning at Deakin University where he has been academic lead on the Degrees at FutureLearn project. Prior to coming to Deakin Marcus was a journalism program convenor at the University of Wollongong and then part of the core team for the institutional Curriculum Transformation project. His research interests are cloud-first learning design, narrative approaches to research, teaching and learning and contemplative pedagogies, particularly the intersections of digital literacies and mindfulness in an age of distraction.
Key success factors to implementing an active learning platform
Concise paper
Megan Duffy
Griffith University
@MeganDuffy09
Jenny James
Griffith University
Chris Campbell
Griffith University
@chrissie
Jude Williams
Griffith University
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 3
Room L206
Abstract
This study reports on the key success factors when introducing a new lecture capture platform, Echo360 Active Learning Platform (ALP), at an Australian University. This is an interactive platform, designed to actively engage students in their courses including in lectures (online and/or face to face) through a range of interactive tools. A trial of ALP, which is known within the University as the Echo360 ALP Early Adopter Program, was conducted in Semester 2, 2016. The purpose of the Echo360 ALP Early Adopter Program was to identify the key success factors required for implementation of Echo360 ALP at the enterprise level. The study reports data on students’ experience of the interactive tools in Echo360 ALP. In total, over 1250 students, seven academics from across seven courses, Blended Learning Advisors from within each of the University’s four academic groups, and support staff participated in the Echo360 ALP Early Adopter Program. The results of the study show that students were engaged when using Echo360 ALP and with support from professional staff this program can be successfully implemented by academics. Thus, the key success factors to this implementation include the academics themselves and the support staff involved in the implementation. A further success factor was the vendor themselves.
About the authors
Megan Duffy
Megan Duffy is a Project Manager working within the Centre for Learning Futures at Griffith University. Her role is to work in collaboration with learning and teaching support staff, technical support staff, academic stakeholders and decision makers across the University, to pilot and implement educational technologies. In this position Megan coordinates and facilitates various aspects of the project, including user training, communications and support; consultation and engagement strategies; governance and approvals; and vendor relationship management. Megan has a background in learning management systems administration, implementation, change management and training, while working in various roles at organisations across the education sector.
Jenny James
Jenny James is a Blended Learning Advisor in the Griffith Business School (GBS) at Griffith University. Her role is to work in collaboration with the GBS Learning and Teaching Team and academic colleagues within GBS, to increase the uptake and usage of appropriate information and communication technologies (ICTs) in the delivery of learning and teaching to improve the student's learning experience. Prior to her current role, Jenny was an Educational Designer in the Centre for Learning Futures at Griffith University. In this position Jenny designed and developed educational learning experiences delivered via multiple modalities and provided expertise, professional training and development in the design and delivery of a variety of learning experiences both online and in-person.
Chris Campbell
Chris, works at the Centre for Learning Futures at Griffith University where she teaches into the Graduate Certificate in Higher Education. In her specific field of Digital Technologies Chris is an emerging research leader who has been involved in numerous grants and projects around digital technologies and mobile learning. Her skills in implementing and trialing new technologies are documented in over 50 publications where she has conducted research in online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments as well as research in technology integration, mobile learning and augmented reality. In 2016, Chris was a Queensland-Smithsonian Fellowship holder she investigated the Smithsonian Learning Lab and implications for teachers. Chris has a keen interest in MLearning and has published various papers pertaining to TPACK and mathematics education.
Jude Williams
Dr Jude Williams is a Senior Consultant (Learning & Teaching) in Learning Futures at Griffith University. Her role is to provide leadership and consultancy to support academic staff in advancing teaching and program quality. Jude has experience as a teacher, research and administrator in secondary schools, Vocational Education and Training as well as Higher Education. Regardless of the sector, she has applied learning centred pedagogy to her work. Prior to her current role, Jude was the Assistant Director (Academic) in the Centre for Educational Development at Republic Polytechnic in Singapore. This was a unique institution in that all courses, across all disciplines, were taught using problem-based learning. It was while Jude was at the Polytechnic that she was awarded her PhD in Education. Her thesis explored the transition of academic staff from teachers in traditional classrooms to facilitators of active learning. Jude also has a Masters of Education (Curriculum Development).
Transforming exams: Stories from across Australia: ASCILITE e-Assessment SIG
ASCILITE session
Mathew Hillier
Monash University
@mathewhillier
Andrew Fluck
University of Tasmania
@AndrewFluck
Michael Cowling
Central Queensland University
@macowling
Kenneth Howah
Central Queensland University
Matt Bower
Macquarie University
@mattgbower
Scott Grant
Monash University
@scottgrantoz
Amy Hubbell
University of Queensland
Catch this session
Tuesday 3.45pm - 4.45pm
Stream 4
Room L209
Abstract
"This panel style session will explore the stories of academics and institution support staff that have trailed the OLT e-Exam system in 2017. The 'Transforming Exams Across Australia' project has evolved to include 10 Australian universities, a national accreditation agency and several international institutions forming collaborative connections.
Stories from project member institutions will provide insights into a particular element of practice from differing institutional contexts. Each speaker will contribute one or two perspectives to form an overall rich picture of running BYOD based e-exams in Australian universities. Areas to be covered will include, academic, logistical, policy, governance, technology support and student experiences perspectives.
The e-Exam system uses BYO laptops running from customised version of Linux loaded onto bootable USB sticks that non-invasively 'locks down' the device for the duration of the exam. The system allows for a consistent, full desktop operating environment regardless of the laptop being used. A range of software tools can be run including an office suite, graphics tools, spreadsheets, multimedia and on-board web applications (Moodle) without the requirement for a network connection. The project is undergoing trials in 2017 where word documents are used as the question and response environment. Such exams can be run as paper-equivalent giving students a choice of handwriting or typing. Taking it a step further, high definition multimedia, resource files, and third party software tools takes an exam into the post-paper paradigm where all students use a computer to construct complex responses in the exam room. Read more at transformingexams.com"
About the authors
Mathew Hillier
Mathew is one of two co-leaders of the ASCILITE SIG for 'e-Assessment' and in this capacity is a co-host of the Transforming Assessment webinar series along with Prof Geoffrey Crisp. He specialises in e-assessment and e-exams and teaches into the academic staff development program at Monash University leading the 'technology and space' theme. He has previously taught into Business, Information systems, Engineering and Arts programs at several universities in Australia, Singapore and Hong Kong. Mathew is currently the leader of the 'Transforming Exams' project developing a toolset for authentic, computerised, high-stakes assessment (e-Exams). The project covers 10 university partners and is funded by a half-million dollar Australian government grant. He is also leading the development of a multi-language computerised exam platform for use in national professional translator accreditation. More about Mathew at http://ta.vu/mathewhillier
Andrew Fluck
Dr. Fluck trained as a teacher in Bristol, England. He has taught science, mathematics and computing in Nigeria, England and Australia. He is a past secretary of the Australian Council for Computers in Education (ACCE), and is now a senior lecturer in information technology education at the University of Tasmania. His numerous publications reflect his research interests in the transformational potential of computers in education. He was a co-author of the government report 'Making Better Connections' and the book 'Seven steps to ICT integration'. His funded research investigates the use of computers to teach integral calculus and quantum mechanics in primary schools; and eExaminations, where students take their own computers into the exam hall. He is the chair of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. Andrew is also an avid longbow archer and continental archery judge. See more details at http://Andrew.Fluck.id.au
Michael Cowling
Michael is an educational technology academic with a keen interest in technology / computer science education, educational technology and technology ubiquity in the digital age. He is currently a partner in an OLT Innovation and Development grant and is the recipient of an Australian Government Citation for Outstanding Contribution to Student Learning. He founded The CREATE Lab at CQUniversity, focused on collaborative research & engagement around technology and education, and is co-founder of The Mixed Reality Research Lab, in collaboration with Bond University, focusing on mixed reality technology research in education. Dr Cowling’s work focuses on how technology can be weaved into the pedagogy of a classroom, rather than bolted on to the side. Living by the mantra “pedagogy before technology”, he helps teachers and academics to innovate with technology, leveraging it as a tool to improve the overall education process.
Kenneth Howah
Ken is a lecturer in technology, teaching Information Systems and security management, Information Technologies and networking, E-commerce, and Ethics and Social Issues. Prior to starting at CQUniversity in 2002 he worked in the ICT industry in roles including Network Administration, IT procurement and IT customer service. Ken has published on user decision making with respect to the use of software from risky sources. He is currently a partner researcher on the national e-exams project with an interest in use of e-exams within the ICT program and development of technical support for computerised exams across complex multi campus institutions. Ken's online profile https://handbook.cqu.edu.au/profiles/view/535
Matt Bower
Associate Professor Bower specialises in the innovative use of technology for learning purposes. He is particularly interested in how contemporary technologies such as augmented reality, Web 2.0 tools, virtual worlds, social networking, virtual reality and so on can be most effectively used to support cognitive development and collaborative learning. Matt has over seventy peer reviewed publications in the area of technology-enhanced learning design, teacher education, and computing education. He has led several funded grant projects and participated in many other research initiatives (total funding exceeds $1M). He has delivered numerous keynote and invited speaker presentations on topics such as augmented reality, blended-synchronous learning and learning design. Matt's Macquarie University profile is at http://www.educ.mq.edu.au/our_staff/associate_professor_matt_bower/
Scott Grant
Scott has taught Chinese language and culture at tertiary level for more than 20 years. At Monash University he coordinates and teaches units in Introductory Chinese language and Chinese Online Media. He is the creator of the Monash Chinese Island virtual language learning simulation in Second Life that has been part of the formal beginner level curriculum at Monash since 2008. Scott has also conducted collaborative research and jointly published a number of papers on educational uses of 3D multi-user virtual environments covering topics including self-efficacy, cognitive skills, second language acquisition and foreign language anxiety. In 2013/14, Scott was the Project Team Leader of the OLT funded Virtually Enhanced Languages (VEL) project which aims to share the experience and resources accumulated from implementing task-based language and culture learning on Chinese Island over a period of 10 years with other tertiary language educators. Scott profile is at http://profiles.arts.monash.edu.au/scott-grant/
Amy Hubbell
Amy teaches all levels of French language, French literature, translation and business French at University of Queensland. She is author of 'Remembering French Algeria: Pieds-Noirs, Identity and Exile' (2015) and numerous articles and chapters on contemporary French literature and art. Though her area of research is the traumatic memories of exile and war in French Algeria, she is also author of a textbook 'A la recherche d’un emploi: Business French in a Communicative Context' (2017). Amy recently engaged with the use of computerised exams and has been trialing the technology in French to English translation courses. Amy's online profile is at https://languages-cultures.uq.edu.au/profile/1145/amy-hubbell
A Community of Inquiry approach to learning design in a community-engaged learning program
Concise paper
Brahm Marjadi
Western Sydney University
Kashmira Dave
Western Sydney University
Glenn Mason
Western Sydney University
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 5
Room C204
Abstract
The Medicine in Context (MiC) program is the flagship community-engaged learning and teaching program at the Western Sydney University School of Medicine. MiC students attend placements at community organisations, General Practice clinics and face-to-face tutorials and lectures for two 5-week blocks. Responding to students’ lack of engagement and preference for more flexible delivery modes, a blended learning approach using the Community of Inquiry framework to guide the design has been gradually introduced since 2014. The MiC webpage was revised to simplify access to key information and resources. Five lectures were transformed into online modules and one workshop was converted into a flipped classroom. Multi-media open educational resources were added to replace some reading materials. Online “Weekly Study Guide” scaffolds, paces and aligns students’ self-directed learning with MiC learning outcomes. Moving program evaluation and some assessments to an online platform enables more timely feedback. These developments have resulted in novel, engaging learning activities. Preliminary evaluation indicates students’ greater engagement with the MiC program and deeper levels of learning indicated by increased levels of reflection and the demonstration of MiC learning outcomes being satisfied.
About the authors
Brahm Marjadi
Brahmaputra (Brahm) Marjadi is the Senior Lecturer in Community Engaged Learning at Western Sydney University School of Medicine. Brahm convenes the Medicine in Context program where Year 3 students (of the 5-year undergraduate MBBS curriculum) spend two blocks of 5-week placements at community services and General Practice clinics to learn about Social Determinants of Health and how health is maintained and managed outside the hospital setting. Brahm was trained as a General Practitioner in Indonesia and obtained Master of Public Health and PhD in Community Medicine from UNSW Australia. Brahm has been a lecturer in medicine, nursing, pharmacy and public health in Indonesia 1996, and in medicine and public health in Australia since 2006. Brahm is a mixed-methods researcher in infectious and non-communicable disease prevention and control, community engagement, medical education and research translation across cultures and in low-resource settings.
Kashmira Dave
Kashmira is a senior lecturer in medical education (blended learning) in the Medical Education Unit, School Of Medicine at Western Sydney University. Her main work in the school is to lead the team developing the curriculum mapping (Roadmap) tool. Kashmira has wide experience in the area of learning design and teaching and learning in higher education. She has taught numerous courses mainly in the area of research methodology and use of technology in education. Her PhD focused on how educational design is communicated to students and how it is interpreted by the students in a higher education context. She has particular interest in science education, research methodology and learning design.
Glenn Mason
Glenn is a member of the blended learning team in the Medical Education Unit, School Of Medicine at Western Sydney University. He is centrally involved in all aspects of blended learning at the School of Medicine from the foundation years, clinical immersion program and various postgraduate courses. His combined understanding of the practice and theoretical foundations of learning design has led to curriculum development and teaching opportunities at a tertiary level in the field of online learning design and he has also taught in the Medicine in Context program at Western Sydney University. His PhD is on online learning, adult education and type 2 diabetes.
"One size does not fit all": Towards cultural adaptivity in learning management systems
Concise paper
Joy Galaige
Griffith University
Geraldine Torrisi-Steele
Griffith University
Catch this session
Tuesday 5 December 2017 11.40am - 12pm
Stream 3
Room L206
Abstract
In recent years, online learning has proliferated higher education and subsequently there are a great many learners seeking to achieve their academic goals by undertaking online courses. Online learning platforms have attracted learners with diverse cultural backgrounds. The cultural diversity evident in online learning environments presents challenges for online course designers as to design for culturally sensitivity or cultural inclusivity. It is well acknowledged that learning is embedded in the socio-cultural context and so culture impacts on cognitive processes, participation, engagement, and collaboration, among other things. However, recent studies reveal that online courses are not designed in a culturally sensitive way.
Learning Management Systems (LMS) such as Moodle, Canvas, Blackboard, and Desire2learn among others enable instructional/course designers to easily and quickly design and deliver online courses. However, LMS enable a ‘one-size-fits-all’ approach to the design and delivery of online courses hence lack adaptive features, including those needed for cultural sensitivity.
In the current study, we investigate instructional designers’ perspectives on culturally sensitive learning design features in online learning design.
In a preliminary survey, the instructional designers were asked “how important do you believe it is to consider culture during online course design?” the intent is to come up with an LMS learning design framework for culturally sensitive online learning design. We believe that this will efficiently and effectively enable design of online learning that address cultural diversity to fit learners’ cultural profiles, and subsequently making positive impact on engagement, experience and learning outcomes.
About the authors
Joy Galaige
Joy Galaige is currently a PhD student in the School of Information and Communication Technology at Griffith University, Nathan Campus.
She received her Bachelor of Business Computing and Master of Science in Information Systems from Makerere University in 2010 and 2015 respectively. She worked as a Graduate Assistant at Makerere University Business School from 2010 to 2013 and an Assistant lecturer from 2013 to 2016.
Her research interests include social media for teaching and learning, E-learning design, mobile learning, learning analytics, and Massive Open Online Courses.
Geraldine Torrisi-Steele
Geraldine Torrisi-Steele is a senior lecturer within the School of Information and Communication Technology at Griffith University, where she teaches undergraduate courses within interactive media and information technology degree programs. Her background in secondary science teaching and in the instructional design and development of interactive e-learning, has precipitated a strong interest in learning and teaching, the development of learner metacognition and leadership capacities , the user experience, user interface design, and the application of digital media to learning environments.
OER based capacity building to overcome staff equity and access issues in higher education
Concise paper
Carina Bossu
University of Tasmania
@carinabossu
Julie Willems
RMIT University
@julie_willems
Catch this session
Tuesday 5 December, 11am - 11.20am
Stream 4
Room L209
Abstract
Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners and educators and influenced strategic plans and policies. OER have the potential to overcome existing equity considerations for academic staff in their ongoing continuing further education, and as part of their academic professional development. This paper examines the potential of OER to build capacity of academic staff in higher education, in particular to overcome some equity and access issues. It will also examine existing activities and strategies for professional development and provide some recommendations for the academics, developers and the sector.
About the authors
Carina Bossu
Dr Carina Bossu is a Lecturer, Learning & Teaching (OEP) with the Tasmanian Institute of Learning and Teaching at the University of Tasmania. Her current work and research are primarily focused on Open Educational Resources (OER) and Open Educational Practices (OEP) in higher education, more specifically issues related to learning, teaching and professional development. Previously, she was a Research Fellow with the Distance Education HUB (DEHub) at the University of New England.
Julie Willems
Dr Julie Willems holds qualifications in Nursing, the Humanities, and Education. She has worked across the Australian education sectors, and since 2004, has specialised in higher education. Her current position is as a Senior Lecturer in RMIT University’s Learning and Teaching Academy. Julie’s research interests include the promotion of educational and digital equity as social justice issues, in addition to the media and technology of formal and informal learning (including social media). She was a recipient of the auDA Foundation's national 2011 research grant for the i-Survive Project investigating the use of ‘back channel’ communications via mobile technologies and social media during Australian emergencies and disasters. Julie has a community focus and has actively served on a number of committees and boards over the course of her career, and is currently in her second term on the national Executive for ASCILITE (since 2015).
Developing a technology enhanced learning framework to gain a snapshot of institutional successes and challenges
Concise paper
Mark Bailye
Blackboard
Caroline Steel
Blackboard
Michael Sankey
Western Sydney University
@michael_sankey
Catch this session
Tuesday 5 December, 11.40am - 12pm
Stream 2
Room R113
Abstract
In recent years, the realisation that technology enhanced learning (TEL) has the potential to transform and improve the quality of learning, teaching and the student experience (Walker et al. 2016; Marshall, 2010) and access new student markets has weighted the priority of TEL more heavily than in the past. While higher education institutions continue to invest heavily in TEL, many still struggle to identify and to address the elements that are essential to enabling institutional success. This paper focuses on the development of a TEL Framework that aims to provide a fast and efficient institutional snapshot of institutional challenges and successes in TEL alongside a set of actionable recommendations so they can respond to challenges in a more agile way.
The motivation to develop the Framework was to create a TEL discovery process, based on conversation and deep listening, that gathered different perspectives on key elements that facilitate the success of TEL and Return on Investment (ROI) especially in terms of academics and students themselves. The Framework itself is based on a set of 8 themes that are positioned as essential to the success of TEL. The themes form the basis of a largely dialogic process of discovery that uses a set of theme cards as a scaffolding mechanism for a 90-120 minute workshop. The decision to adopt a dialogical method and use visuals to stimulate and scaffold conversations was based on previous work undertaken using assessment and feedback artefacts developed by the JISC Viewpoints Project (http://wiki.ulster.ac.uk/display/VPR/Home). The assessment and feedback cards were used effectively as a mechanism to trigger conversations and enabled participants to easily construct and visualise any ideas they came up with. It also encouraged interaction and inclusion that encouraged participants remained on task for much longer periods of time (Nicol, 2012).
These days the focus on user and usage data often excludes important perspectives that represent ‘people’ and ‘culture’. While the hard data offers credible evidence, failure to consider and address cultural assumptions, beliefs and local pedagogical contexts can hamper progress. After all, a cultural framework exists within all organisations that influences how people interpret their views, share assumptions and express their identity (Tierney, 1999) even in relation to TEL. Equally, the local pedagogical context represents ‘the relationship between a setting and how participants interpret that setting, including the meaning of practices’ Moschkovich and Brenner (2000, p.463). For these reasons, the TEL Framework was designed to surface a range of perspectives that encompassed participants’ cultural and pedagogical contexts.
About the authors
Mark Bailye
Mark is a Customer Success Advocate for Blackboard. He is a passionate advocate of TEL, innovation in learning technologies and the pedagogical and andragogical application of technologies for learning, teaching and assessment. He has been involved in online education for more than fifteen years, working as an educator, instructional designer and consultant in K-12, VET, Higher Education and Medical Education. Mark has worked closely with numerous institutions throughout Australia and New Zealand where he has championed the effective adoption of Blackboard products and services to transform and enhance education at an institutional and personal level.
Caroline Steel
Dr Caroline Steel is a Senior Strategic Educational Consultant for Blackboard. She brings significant expertise and experience to institutions and organisations facing complex pedagogical and technological change. Caroline works throughout Australia, New Zealand and Asia to assist institutions and organisations to achieve their educational vision and goals. Her work involves assessing and evaluating institutional needs and readiness around TEL as well as working with institutional leaders to influence and shape strategy and policy and actions moving forward. Before joining Blackboard, Caroline was Associate Professor and Director of Digital Learning at La Trobe University and President of ASCILITE (Australasian Society for Computers in Learning in Tertiary Education). She retains an adjunct academic position at The University of Queensland where she continues PhD supervision.
Michael Sankey
Associate Professor Michael Sankey is currently the Director of Learning Transformations at Western Sydney University and is also the Director of the ACODE Learning Technologies Leadership Institute. His research focuses on e-learning pedagogies, leadership in technology enhanced learning and teaching, benchmarking in higher education,the use of social media in learning and teaching and how blended learning environments can enhance student learning opportunities, particularly when studying online. He has worked in higher education for over 26 years and is an active member of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), the Higher Education Research and Development Society of Australasia (HERDSA), a life member of the International Visual Literacy Association (IVLA).
Developing virtual collaborative health team educational environments
Concise paper
Thomas Cochrane
Auckland University of Technology
@thomcochrane
Todd Stretton
Auckland University of Technology
@ToddStretton
Stephen Aiello
Auckland University of Technology
@aiello_stephen
Sally Britnell
Auckland University of Technology
@Srgurr
Duncan Christie
Auckland University of Technology
@_Dhristie
Stuart Cook
Auckland University of Technology
@drivercook
Vickel Narayan
Auckland University ion Technology
@vnarayan
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 1
Room H102
Abstract
In this short paper, we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real-world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios. Through the development of virtual reality (VR) simulations we are exploring authentic interprofessional handover experiences for our students in the disciplines of Paramedicine, Nursing, and Physiotherapy. Students from each health team will be able to authentically explore and critique the critical elements of the experience of a patient through the virtual handover of the same case scenario between these three teams.
About the authors
Thomas Cochrane
Dr Thomas Cochrane is an academic advisor and senior lecturer in educational technology, the Centre for Learning And Teaching, Auckland University of Technology, New Zealand. Thomas is the coordinator of the Ascilite mobile learning special interest group, and a mobile learning researcher/practitioner. http://orcid.org/0000-0002-0192-6118
Todd Stretton
Todd Stretton is a lecturer in Physiotherapy at Auckland University of Technology.
Stephen Aiello
Stephen Aiello is a lecturer in Paramedicine at Auckland University of Technology.
Sally Britnell
Sally Britnell is a lecturer in Nursing at Auckland University of Technology.
Duncan Christie
Duncan Christie is a lecturer in Paramedicine at Auckland University of Technology.
Stuart Cook
Stuart Cook is a lecturer in Paramedicine at Auckland University of Technology.
Vickel Narayan
Vickel Narayan is a Learning and Teaching Consultant at the Centre for Learning and Teaching (CfLAT) at the Auckland University of Technology.
PhD (Murdoch), MComp, PGDComp, GDHE, BSc (Comp Sc & Info Sys)
http://orcid.org/0000-0002-6833-706X
Digital equity: Diversity, inclusion and access for incarcerated students in a digital age
Concise paper
Helen Farley
University of Southern Queensland
@Helssi
Julie Willems
RMIT
@Julie_Willems
Catch this session
Tuesday 5 December, 11.20am - 11.40am
Stream 4
Room L209
Abstract
ELearning has been touted as the way in which universities can enable participation by large numbers of students from non-traditional cohorts. There is no doubt that the flexibility of access that eLearning allows makes study accessible for a number of cohorts, including those engaged in full-time work or caring duties. However, cohorts such as incarcerated students and other students without Internet access, are sitting on the wrong side of the digital divide and are increasingly marginalised by the very technology anticipated to overcome their exclusion from study. This paper examines the fundamental issues of equity involved with eLearning, and particularly for incarcerated students. The very issue of access to the Internet is fraught with rates of access varying widely between different sectors of society. This discussion prompts higher education providers to think beyond business-as-usual when speaking of increasing participation in higher education.
About the authors
Helen Farley
Associate Professor Helen Farley researches within the Digital Life Lab at the University of Southern Queensland. Her research interests include investigating the affordances of emerging digital technologies, including virtual worlds, augmented reality and mobile technologies, in formal and informal learning. She is passionate about digital inclusion and leads the $4.4 million Making the Connection project which introduces digital technologies into prisons to allow prisoners access to digital higher education. The project has attracted some 1500 course enrolments over five states and recently received an Australian Award for University Teaching for Programs that Enhance Learning. Associate Professor Farley has published extensively and is a featured speaker at both educational technology and corrections conferences.
Julie Willems
Dr Julie Willems holds qualifications in Nursing, the Humanities, and Education. She has worked across the Australian education sectors and, since 2004, has specialised in Higher Education. Her current position is as a Senior Lecturer in RMIT University’s Learning and Teaching Academy. Julie’s research interests include the promotion of educational and digital equity as social justice issues, and the media and technology of formal and informal learning (including social media). She was a recipient of the auDA Foundation's national 2011 research grant for the i-Survive Project investigating the use of ‘back channel’ communications via mobile technologies and social media during Australian emergencies and disasters. Julie has a community focus and has actively served on a number of committees and boards over the course of her career, and is currently in her second term on the national Executive for Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (2015 – ). Julie has recently been recognised as a leader in open, online and distance learning in the Australia-Pacific region (http://jl4d.org/index.php/ejl4d/article/view/207/201).