Closing address: Reflecting on the past and imagining the future
A common criticism of the field of educational technology is that it has a tendency to ‘reinvent the wheel’ rather than building on learnings from the past. Although this criticism has also been levelled at the field of education as a whole, in educational technology the problem is made greater by a tendency to see each new technology as entirely novel. New technologies are often assumed to have their own unique pedagogical affordances, rather than delivering traditional learning designs on new platforms. From this standpoint I was excited to be invited to deliver a presentation which is, on the one hand, a futurist look at where we are heading as a field, and on the other consciously reflects on where we have come from. The presentation will use the history of the ASCILITE conference as an underlying thread to reflect on the history of educational technology research and practice. An analysis of past conferences including themes, keynotes and best papers will be used to identify the foci of educational technology scholarship over the past 30 years. Parallels will be drawn with the wider education and socio-political landscape. Building on this reflective platform, the presentation will conclude with a speculative and imaginative view of possible futures. Recent Horizon Reports will be used to help predict technological trends alongside an examination of emerging political and economic trends. A picture will be painted of possible utopian and dystopian higher education futures and the technologies which will enable them to occur.
About Professor Barney Dalgarno
Professor Barney Dalgarno is Director of Learning Online at Charles Sturt University, leading strategic innovation for Australia’s largest online learning provider. Professor Dalgarno’s research contributions have been in three broad areas: the relationship between learning technology and learning theory; learning in polysynchronous learning environments, including 3D virtual environments; and university teacher and student use of learning technologies. He has had international influence over many years through journal editorship, conference program committee leadership, and assessing of teaching awards and research grants for international bodies. He has obtained numerous grants and consultancies for higher education research and innovation and has authored over 75 refereed publications. Professor Dalgarno has received recognition for his innovative teaching and research including ALTC Citations in 2007 and 2011 and a 2013 ASCILITE Fellow Award.
Catch this session
Wednesday 6 December, 1.30pm – 2.30pm
Room H102 Allison Dickson Lecture Theatre
Developing a Digital Equity SIG
ASCILITE session
Julie Willems
RMIT University
@Julie_Willems
Helen Farley
University of Southern Queensland
@helssi
Chris Campbell
Griffith University
@chrissie
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 6
Room T125
Abstract
Digital equity is a vital consideration in higher education. In line with the Bradley Report (2008), higher education institutions are aiming to widen participation for certain equity groups including those from low socio-economic backgrounds, Aboriginal and Torres Strait islander Australians among others. In addition, there are differences in the use and adoption of technologies between genders, with women being less likely to access both technology and the internet. As universities strive to recruit an ever more diverse student cohort, they are struggling to meet those cohorts’ needs in terms of technology and access. The aims of the Digital Equity SIG are to: identify and explore the issues, challenges and opportunities relating to digital equity and to bring these to the attention of ASCILITE members and the broader higher education community; provide guidance and advice to members on issues relating to digital equity; foster the development of initiatives, innovation and practices relating to digital equity; and to foster collaboration around digital equity projects, publications and practices. In light of this, the Digital Equity SIG will promote the scholarship of digital equity as a core, continuing, and ethical stream for ASCILITE; promote scholarship in the field of digital equity; award research in digital equity; and act as a focus for the digital equity community and disseminate research findings and best practice.
About the authors
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).
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
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.
Metaphors postgraduates use to depict their student experience: Individual, community and digital presence
Full paper
Shelley Kinash
University of Southern Queensland
@KinashInAus
Linda Crane
Bond University
Gary Hamlin
Bond University
Amy Bannatyne
Bond University
@Amy_Bannatyne
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 3
Room L206
Abstract
In an Australian national study into student constructions of postgraduate education, 38 students (masters and doctoral) were asked to draw literal or figurative pictures of their experience. Manual thematic analysis of interview transcripts revealed 33 metaphors. Metaphors were coded into individualistic, personal constructions (Me), relational community depictions (Us) and digital or information technology conceptualisations (IT) which were mapped to the Community of Inquiry (CoI) Framework’s elements of Cognitive, Social and Teaching Presence. The highest proportion of metaphors were about personal gain and process. The next largest thematic category was relational, mostly depicting what students think others should give, rather than student contribution. Aligned with this theme, students also used metaphors of isolation and perceptions of a missing ‘us’ factor. There were few metaphors drawn from the language of information technology and/or digital presence, which seems to flag a domain of the postgraduate student experience that requires further development. The key takeaways from this paper are expanded information about digital presence in postgraduate student experience, as well as quality improvement recommendations for universities.
About the authors
Shelley Kinash
Professor Shelley Kinash is the Director, Advancement of Learning and Teaching at the University of Southern Queensland (USQ). She directly supervises four Associate Directors, each of whom is responsible for a staff team in the four respective areas of: courses, programs, media-enhanced content and academic development. Prior to taking-on this position at USQ, Professor Kinash was the Director of Learning & Teaching at Bond University for 8.5 years. She completed her PhD in Educational Technology through the University of Calgary, Canada and has been an academic for 25 years. Professor Kinash led three national research projects competitively funded through the Australian Government, Office for Learning and Teaching – Graduate Employability, Postgraduate Student Experience and Student Evaluation of Teaching. She has 374 published works which have been downloaded over 41,500 times from 163 countries. Her research publications have been cited 745 times. She has delivered 14 keynote/plenary addresses in 6 countries.
Linda Crane
Linda Crane, Ph.D, is Deputy Dean in the Faculty of Health Sciences and Medicine and Deputy Chair of Academic Senate at Bond University. She has more than 15 years experience in learning and teaching and curriculum development in general science and health professional disciplines. Linda has been involved in developing and revising programs across a range of disciplines, and leading academic staff support initiatives. Her research interests have spanned the fields of reproductive physiology and learning and teaching. Since 2013, Linda has co-led two multi-institution projects funded by the Australian Government Department of Education, Office for Learning and Teaching – strategic priority projects investigating graduate employability and postgraduate student experience.
Gary Hamlin
Gary is currently the Year 1 Lead of the Medical Program in the Faculty of Health Sciences & Medicine at Bond University. He has served as Deputy Head of School, Associate Dean Student Affairs and Curriculum Lead. He has extensive on the ground experience in health care program development and implementation and is actively involved in teaching physiology and cell biology, pioneering approaches to the flipped classroom in both medical and veterinary programs. His current interests are in curriculum design, mobile learning, learning spaces, assessment and the student experience. He was a team member on the OLT National Strategic Priority Project Engaging students and supporting higher education
to enhance the 21st Century student experience in 2015-2016.
Amy Bannatyne
Amy Bannatyne is a registered Clinical Psychologist and Senior Teaching Fellow in the Faculty of Health Sciences and Medicine at Bond University. Amy teaches clinical communication skills in the Doctor of Medicine program, including brief motivational interviewing, breaking bad news, and shared decision making. Prior to this role, Amy worked as a Research Project Manager in the Office of Learning and Teaching at Bond University. One of the main projects Amy was responsible for was the Postgraduate Student Experience.
Developing an Australian Open Educational Practice SIG
ASCILITE session
Carina Bossu
University of Tasmania
@carinabossu
Adrian Stagg
University of Southern Queensland
@openKuroko
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 6
Room T125
Abstract
There have been some important Open Educational Practices (OEP) developments in Australia, but unfortunately the potential of OEP to meet some of the national and institutional targets has not been fully realised and acknowledged yet. This session will attempt to engage the ASCILITE community in discussions around the issues related to OEP at individual, institutional, and national levels.
This will also be an important opportunity to establish the foundations of a national Special Interest Group (SIG) in OEP in Australia. This group would provide practitioners, researchers, and advocates a platform for collaboration, support and development, not only at individual level, but also institutionally and nationally. Outcomes of this presentation would be:
- to further engage the ASCILITE community in this topic;
- to establish the basis for a SIG in OEP;
- to start a conversation about the role that the SIG could play in Australia;
- to provide OEP with a national representation at higher education level, which could in turn further progress OEP in Australia.
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.
Adrian Stagg
Adrian Stagg is currently the Manager (Open Educational Practice) for the University of Southern Queensland. His career has included over 14 years in both public and academic libraries, as well as positions as a Learning Technologist and eLearning Designer. Adrian holds a Master of Applied Science (Library and Information Management). His interest in Open Educational Practice has prompted the commencement of a PhD at the University of Tasmania focusing on the practitioner experience in the reuse of Open Educational Resources. His research areas include the ecology of open educational practice and higher education policy as it relates to and supports, open educational initiatives.
Online global collaboration: Affordances and inhibitors
Full paper
Julie Lindsay
Charles Sturt University
@julielindsay
Petrea Redmond
University of Southern Queensland
@plredmond
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 2
Room R113
Abstract
New teaching and learning approaches are emerging through the use of technology including online global collaboration. Educators involved in global collaboration forge external relationships with others beyond their immediate learning environment. They modify and adapt the curriculum to include global learning opportunities for their learners. Global collaboration provides opportunities for rich global, cognitive, social, cultural and life-changing experiences to their students. Online global collaboration broadly refers to geographically dispersed educators that use online technologies to learn with others beyond their immediate environment to support curricular objectives, intercultural understandings, critical thinking, personal, social and ICT capabilities. This paper will report some preliminary findings from an investigation into the perceptions of K-12 educators who facilitate global collaborative learning. Data were collected through semi-structured interviews that were then themed to identify the key affordances and inhibitors to online global collaboration. The paper will provide recommendations for global collaboration in teacher education.
About the authors
Julie Lindsay
Quality Learning and Teaching Leader (Online) for the Faculty of Arts and Education, Adjunct Lecturer in the School of Information Studies at Charles Sturt University.
Julie is a thought leader in online learning for both K-12 and Higher Education. She has a 30+ years career in schools including fifteen years as an educational technology leader in international schools across Asia, Africa and the Middle East. Her passion is for online global collaboration and as Founder and CEO of Flat Connections she designs and manages projects and customizes professional learning experiences for educators. More recently her work at Charles Sturt includes designing improved pedagogical approaches to online learning and teaching. She has a Master of Arts in Music (La Trobe), and a Master of Arts in Education and Human Development - Educational Technology Leadership (George Washington) and is completing a PhD at the University of Southern Queensland with a research focus of online global educators and pedagogical change. Her most recent book, ‘The Global Educator: Leveraging Technology for Collaborative Learning and Teaching’ (ISTE, 2016) shares practices, pedagogies and case studies on how to learn and collaborate online.
Petrea Redmond
Associate Professor - Educational Technology, School of Teacher Education and Early Childhood, University of Southern Queensland
Petrea Redmond is an Associate Professor of Educational Technology in the School of Teacher Education and Early Childhood at the University of Southern Queensland. Her research is situated in interrelated fields of educational technology including: blended and online learning and teaching; online collaboration; online communities of inquiry; online mentoring; gender and STEM (with a particular focus on technology); community of inquiry; Makerspaces, and the integration of technology to enhance learning and teaching in the school and higher education contexts. She has published and co- published in a number of international refereed books, journals and conference proceedings. Petrea has received 6 outstanding conference paper awards at international conferences; faculty and university awards for research and teaching, along with the 2009 Ascilite Fellow Commendation Award (Early Career). She also participates as a mentor in the Ascilite mentoring program and is a Section Editor for Australasian Journal of Educational Technology (AJET).
Student generated multimedia for supporting learning in an undergraduate physiotherapy course
Full paper
Susan Coulson
Discipline of Physiotherapy, Faculty of Health Sciences, The University of Sydney
Jessica Frawley
Design Lab, Faculty of Architecture, Design & Planning, The University of Sydney
Catch this session
Wednesday 6 December, 12pm - 12.30pm
Stream 3
Room L206
Abstract
Outside the university, rapid authoring tools and ubiquitous technologies have fueled a rise in user-generated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-cantered learning. This is especially relevant for tertiary education, where multimedia is currently used mainly as a method for content transmission. Though student-generated multimedia may seem pedagogically ideal, especially in applied areas such as Health Sciences, the diversity of adoptions and limited literature in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. Findings from this study demonstrate that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. While more work has to be done in this area, the self-directed nature of the task proved both an opportunity and challenge. These findings contribute further to our understandings of implementing student-generated multimedia projects and extend this to the health sciences’ discipline.
About the authors
Susan Coulson
Dr Susan Coulson is a clinical and academic physiotherapist whose main area of interest is in assessment and treatment of facial nerve disorders. Her Doctoral and Masters research were at the University of Sydney, where she currently holds an academic position. For more than 20 years, her clinical and research work has focused on assessment and treatment facial nerve disorders including 3-D motion analysis, reliability of grading systems, reviews and intervention studies. Susan is currently working on projects in telerehabiliation as well as student-generated digital media for use as a student assessment tool.
Susan is a founding member of Sydney Facial Nerve Service, a multidisciplinary clinic of practitioners with extensive clinical and research experience in facial nerve disorders. http://sydneyfacialnerve.com
Researcher ID:http://bit.ly/2xL8DEQ
Jessica Frawley
Dr Jessica Frawley is a lecturer and academic developer at the University of Sydney where she works in Educational Innovation. With a disciplinary background in HCI and design computing, she is an Honorary Associate of the Faculty of Architecture, Design and Planning. Her research interests focus on Educational Technologies, specifically mobile learning with an emphasis on human computer interaction, design and social methods. Jessica is Co-President of the Australian and New Zealand Mobile Learning Group (anzMlearn) and a regular contributor to Teaching@Sydney.
The changing nature of student engagement during a digital learning task
Full paper
Paul Wiseman
University of Melbourne
@pauljwiseman
Jason Lodge
University of Melbourne
@jasonmlodge
Amaël Arguel
Macquarie University
@AmaelArguel
Gregor Kennedy
University of Melbourne
Catch this session
Wednesday 6 December, 11.30am - 12pm
Stream 1
Room H102
Abstract
The construct of student engagement has been useful in understanding student's motivation in digital learning environments where they are required to show increased autonomy and independence in learning. Increasing clarity around this construct has allowed researchers to more accurately describe the nature of student engagement and the context in which it is being investigated. At a task-level, psychological states of engagement have been shown to be beneficial for student's positive learning experience, and performance. Despite this, we still lack knowledge of how these engaged states unfold or sustain during a learning task. In this paper we report on a qualitative study that investigated undergraduate student's experiences of psychological states of engagement in a digital learning task. Findings revealed that the three dimensions of engagement - cognition, affect, and behaviour - changed in intensity, with the subject experiencing both times of engagement and of not being engaged through the course of a digital learning task.
About the authors
Paul Wiseman
Paul Wiseman is a PhD Candidate with the Melbourne Graduate School of Education at the University of Melbourne, working within the Educational Technology Research Group at MCSHE, and is affiliated with the ARC funded Science of Learning Research Centre, and the Melbourne Science of Learning Research Hub.
Paul's research is focused on psychological engagement in digital learning environments. His research is aimed at furthering our understanding of students' motivation in digital and online learning in higher education, and offering insight into motivational research as well as instructional practice and learning design in digital and online learning environments.
Paul teaches for the Faculty of Business and Economics at the University of Melbourne where he is the subject coordinator for Management Consulting, a third year level capstone work-integrated learning subject.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Department of Management and Marketing, FBE, University of Melbourne
Jason Lodge
Dr Jason Lodge is a Senior Lecturer in Higher Education and an experienced educator in psychology and higher education. He is also Convener of the University of Melbourne Science of Learning Research Hub and is currently serving as an associate editor for AJET. Jason's areas of expertise are in the learning sciences, educational psychology, higher education and educational technology. His research focuses on the cognitive and emotional factors that influence student learning and the student experience in adult educational settings. He is currently investigating misconceptions, misinformation, uncertainty and conceptual change in digital learning environments. Jason is part of the Educational Technology Research Group within the Melbourne Centre for the Study of Higher Education at The University of Melbourne. In collaboration with Dr Rachel Searston, he produces and co-hosts the Beyond the Lectern podcast.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Melbourne Science of Learning Research Hub
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.
Melbourne Centre for the Study of Higher Education (MCSHE)
Science of Learning Research Centre (SLRC)
Amaël Arguel
Dr Amael Arguel is a psychological scientist, based at Macquarie University, specialised in learning from new technologies. Besides of teaching Cognitive Psychology and Statistics, his previous research topic was on the learning of procedures (e.g., first aid techniques) from multimedia presentations. He is now a research fellow at the Science of Learning Research Centre (a Special Research Initiative of the Australian Research Council), and a member of the research group on understanding confusion in digital environments. His current researches focus on the use of behavioural and physiological data for building predictive models of the occurrence of confusion in digital learning environments.
Department of Educational Studies, Macquarie University.
Science of Learning Research Centre (SLRC)
The pedagogy-technology nexus: Bridging the divide between academic and student perspectives on educational technologies
Full paper
Karin Barac
Griffith University
@karinbarac
Sarah Prestridge
Griffith University
Katherine Main
Griffith University
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 1
Room H102
Abstract
This paper reports on the early findings of a research study into academic design practices when incorporating educational technology. As part of the overall project, students were questioned on their perceptions of the use of technologies in the course. The insights gained from the students are discussed within the parameters of three major themes that emerged from the data informing implications to practice in academic development and learning design.
About the authors
Karin Barac
Karin Barac (BA, GradDip (TESOL), MEd (IT in Education and Training)) is the Blended Learning Advisor for the Arts, Education and Law Group at Griffith University. The role works directly with academics providing support and professional development in the use of technologies in learning and teaching. She has over ten years experience in the field of online learning as a content specialist and educational designer. She is currently undertaking a PhD in investigating the intersection of pedagogy and technology in academic design and delivery practices in Higher Education settings.
Sarah Prestridge
Dr Sarah Prestridge’s research examines teachers’ engagement in ICT professional development that intends to enable them to understand digital pedagogy and how this differs from their current practice. Current directions in this area are focused on identifying the process of changing teachers’ practice through making teacher’s conscious and critical of their informing beliefs. Addition research direction investigates online pedagogies and the use of synchronous and asynchronous tools in distance education.
Katherine Main
Dr Katherine Main is a Senior Lecturer and Program Leader in the School of Education and Professional Studies, Griffith University. She teaches undergraduate and postgraduate courses on middle schooling/junior secondary. Her research interests include organisational change and the need for targeted professional development that promotes teacher efficacy including the collective efficacy of teacher teams. Most recently, she has been involved in leading the pedagogical design and overseeing the delivery of a range of online professional development modules for over 4000 teachers across Queensland.
The role of IT in prisoner education: A global view
Full paper
Jane Garner
RMIT University
@RMITJane
Catch this session
Wednesday 6 December, 11am - 11.30am
Stream 6
Room T125
Abstract
Studies have consistently found that prisoners who undertake education while in prison are less likely to reoffend, and return to prison. However, in an environment where post-secondary education is increasingly being offered via online delivery, prisoners with no access to the internet are experiencing barriers to education offered by non-prison providers. This study examines the Australian prison environment, the education needs of prisoners, and their current access to education, information technology and the internet. Recent and future Australian and international developments in delivering online education to prisoners are examined.
About the authors
Jane Garner
Jane Garner is a sessional academic at the RMIT University in Melbourne. Her PhD thesis focusses on the experiences of using Australian prison libraries. Her research interests also include prisoner education, and the history of reading and libraries in prisons.
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.