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2019: ASCILITE 2019 Conference Proceedings: Personalised Learning. Diverse Goals. One Heart

The 2019 ASCILITE annual conference was hosted by Singapore University of Social Sciences, 2nd to 5th December.

Editors: Y. W. Chew, K. M. Chan, and A. Alphonso

Published: 2 December 2019

Full Issue

ASCILITE Conference - Full Papers

  • Usability and user experience evaluation of Virtual Integrated Patient

    Pabba Anubharath, Yoon Ping Chui, Judy Sng, Lixia Zhu, Kai Tham, Edmund Lee

    Most existing Virtual Patients utilize simplistic, predictable, and prescriptive approaches that limit deductive learning and the development of decision-making skills for medical students. We have designed a chat-based virtual patient for performing patient interviews, physical examinations, and investigations to help medical students develop reasoning skills. In this paper, we present results from a two-part study. In the first part, we conducted a usability evaluation with seven medical students and six clinicians. The objectives of the usability evaluation was to determine how VIP’s user interface and its features affect the usability (efficiency, effectiveness and learnability) as well as the general subjective user experience associated with the use of system. Each participant completed a user experience, system usability scale, and a self-prepared survey form. A significant difference was seen between the results of students and tutors. Due to a lack of training data, the chatbot model predicted incorrect responses that led participants to feel frustrated. In the second part of study, we have retrained the chatbot model using the feedback and designed an error correction approach and engaged seven new medical students to test the chatbot intensively — a total of 2169 user interactions were performed with the chatbot. Of that, 77.4% were properly answered by the bot, 10.8 % were out-of-domain concepts, 8.6 % were unknown concepts (Li et al., 2018), 3.3 % were corrected using the error correction approach designed.

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  • Learning business through digital simulation: An analysis of student reflections

    Sandra Barker, Michelle Davy

    The use of digital simulations is becoming more prominent in higher education to provide students with authentic learning environments in which they can apply their knowledge as well as develop enterprise skills. These enterprise skills are those qualities necessary for successful employment after graduation. This paper investigated ten years of data gathered through student reflective assessments that identified their perceived learning from the completion of a course which contained an embedded digital simulation. Student reflections were analysed to determine the themes which defined their key learning from the course. Content analysis was undertaken using nVivo to determine the themes from the students’ individual reflection assessment. Outcomes of the study revealed that students self- reported successful achievement of three of the four course learning outcomes. In addition, students identified improvement in their enterprise skills and better understanding of business practices for their future careers.

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  • The challenge of learning analytics implementation: lessons learned

    Colin Beer, David Jones, Celeste Lawson

    Despite broad interest in learning analytics across the Australian Higher Education sector, there remains few examples of institution-wide implementations. Learning analytics implementation is currently under-theorised with little knowledge of the complexities that mediate the systemic uptake required for an institution-wide implementation. It has been established that approaches to learning analytics that are exclusively top-down or bottom-up, are insufficient for successful implementation across an enterprise. Drawing upon an award-winning and institution-wide learning analytics intervention that has been used across almost 5,000 unit offerings, this paper formulates an initial set of theory informed design principles that can help learning analytics practitioners mediate the complexities of institution-wide implementation.

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  • In the Village: Enabling transformative and student led engagement with social science making through the design of technology rich learning spaces

    Peter Bryant

    Learning through making has emerged as a critical form of pedagogy in the digital era of higher education, supporting active learning, students as co-creators and co-designers of their own learning and accessible forms of experiential education. Much of the existing literature and practice in making focuses on how to embed maker pedagogy within STEM fields and arts and media practice. This paper will explore the unique nature of making in social science education and role of technology rich spaces that were designed and deployed at the London School of Economics and Political Science in the United Kingdom played in supporting students to engage in social science making connected to assessment, teaching and as ways of navigating their own pathways through and inside their own village of learning spaces.

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  • At the heart of a diverse technology: Applying a realist evaluation methodology to a university live streaming programme

    Mike Bryant, Colin Simpson, Alexander Whitelock Wainwright, Trevor Wood, Kris Ryan

    Researching web-based lecture technologies in higher education is a complex undertaking (Morris, Swinnerton, & Coop, 2019), making experimental trials and summative evaluations impractical. The implications of existing literature in this area are therefore uncertain (Kay, 2012; O’Callaghan, Neumann, Jones, & Creed, 2017). In this paper we report on the use of an alternative research design, realistic evaluation (King, Dawson, Rothberg, & Batmaz, 2017; Pawson and Tilley, 1997), to gain insight into the impact of a university lecture live-streaming initiative. The initiative provided synchronous and asynchronous access to video of 129 weekly lectures using two different platforms. Surveys of 306 students and 49 staff, a focus group of five students, and an exploratory study of trace data of 359 students indicated that student access to the videos was lower and more idiosyncratic than expected. The ability to identify useful content, appropriate instructional methods, and participation by peers were reported to encourage students to become involved. Our results confirm the importance of specific contexts and forms of behaviour in encouraging beneficial lecture video use. We also show time of initial view to be a promising way to study students’ strategies for using lecture video content.

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  • Solving ill-structured problems mediated by online- discussion forums: Mass customisation of learning

    Ramya Chandrasekaran, Aik Ling Tan, Seng Chee Tan, Foong May Yeong

    To foster students’ learning of critical-thinking skills, we incorporated ill-structured problems in a Human Diseases module for third-year Life Sciences students. Using a problem-solving rubric and working in groups of three, students attempted to solve problems presented to them. We mediated their discussions by asynchronous online discussion forums (AODFs) as part of mass customisation of learning for 40 students where personalised learning was constrained by structure of the module. We examined the quality of students’ discussion, focusing on the feedback group members provided to one another, using an interpreted Structure of Observed Learning Outcomes (SOLO) taxonomy to code students’ feedback. Our analysis indicated that the students were able to provide uni-structural and multi-structural level in relation to solving an ill-structured problem, even though they are not used to solving ill-structured problems. This indicated that in a mid-size class, while personalised-learning is not always easy, it is possible to mass customise learning for students using common ill-structured problems in a class by mediating problem-solving using student discussions as feedback. However, more can be done to scaffold peer feedback on solving ill-structured problems so that the level of collaborative-learning can be improved in a mass customised model that approaches personalised learning.

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  • Skills, practice and challenges in the adoption of learning technologies in training and adult education

    Zan Chen

    Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.

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  • Learning Analytics implementations in universities: Towards a model of success, using multiple case studies

    Jo-Anne Clark, David Tuffley

    In these pioneering days of Learning Analytics in higher education, universities are pursuing a diverse range of in-house implementation strategies, with varying degrees of success. In this exploratory study we compare and contrast the approaches taken at three demographically different Australian universities. The comparison is made in the context of Delone and McLean’s information system success model (1992). In time, a consensus-driven method for using Learning Analytics to improve student learning outcomes will eventuate, including individualized learning, but we are still some distance from this level of maturity. It seems likely that user-friendly proprietary platforms will prosper in the climate of uncertainty. Participants in the study see potential in Learning Analytics but are not sure about how best to realize that potential as the implementation of Learning Analytics systems at Australian universities are still very much in their infancy. Proprietary approaches offering sophisticated functionality seem likely to emerge and take precedence over the trial and error approach. This study addresses an apparent gap in the research as limited studies exist targeting both learning analytics and information system success. The methodology taken explores the research topic through a qualitative lense utlising thematic analysis. The study concludes that digital interventions such as Learning Analytics has great potential to optimize teaching and learning practices. Information systems success research can provide insights into what works and what does not in terms of Learning Analytics implementations. The discipline needs to be systematized for efficient implementation, and must deliver tangible benefits over time.

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  • The value of student attendance at face-to-face classes, as part of a blended learning experience

    Charlotte Clark, Ger Post

    eLearning can create more flexibility for students; more efficiently utilise infrastructure; and can provide high-quality learning at scale. We have investigated perceived value and learning gains associated with online (eLearning) and face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable but that participation in f2f learning opportunities would enhance student learning. Using a design-based research approach, we have evaluated blended learning with interactive eLearning materials, and a collaborative, active f2f class. We have combined qualitative evaluation survey data and quantitative f2f attendance data and student grades. Students overwhelmingly value active learning, both within eLearning materials and f2f classes. Final marks positively correlate with the number of f2f classes students attend. Analysis of a subset of intended learning outcomes (ILOs) shows that students who access the eLearning materials independently and students who attend the f2f class perform equally-well in ILO-related assessment tasks; however, students are more likely to choose an assessment task directly-related to a class they have attended. We suggest that attendance at f2f classes as part of a blended learning experience is beneficial however students can sufficiently obtain selected ILOs from engaging eLearning materials.

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  • Using discussion forums to support continuing education of workplace learning supervisors: enabling a community of practice

    Deb Clarke

    Workplace learning (WPL) supervisors play a significant and fundamental role in enhancing university students’ experiences during their placements. Supervision is a multi-faceted and complex interpersonal and professional activity, which requires continued education to ensure contemporary knowledge, practice and capacity. Increasingly universities are viewing the offering of continued education for industry supervisors as an aspect of their mandate. This research reports on the design, facilitation and evaluation of an online learning module, supported by an asynchronous discussion forum aimed at building capacity of WPL supervisors, and developing cross-disciplinary WPL relationships. Using a mixed method approach, data were gathered using crude statistical measures including frequency counts of discussion postings, layered with thematic analysis of supervisors’ postings to weekly learning activity stimuli. The results of the research illustrate the powerful opportunities for continued education offered by participation in a purposely designed and supported discussion forum. Participants felt empowered, supported by their online colleagues and enlightened by their enhanced awareness of others’ practices and perspectives. Participants’ capacity to further disseminate their embellished understandings of WPL supervision bought to the fore the far-reaching possibilities of discussion forum use in building professional communities of practice and professional capacity.

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  • Infographics, assessment and digital literacy: innovating learning and teaching through developing ethically responsible digital competencies in public health

    Raya Darcy

    Infographics are eye-catching one-page documents that provide a concise overview of a topic through visually representing information or data using graphics, icons and/or images, with minimal words. They are an emerging key form of communication in society, government, research, education and industry, and can be found widely in social media, advertising, teaching, policy documents and scientific journal publications, for example. Due to their user- friendly, quick-read format, infographics are highly influential in shaping the opinions of their audience. An emerging issue with infographics, however, is the capacity to mislead or misrepresent information or data. In the contemporary higher education environment, providing students with digital literacy skills, including the capacity to critically evaluate digital media forms such as infographics, is vital. This paper will provide a review of the use of infographics in learning and teaching in the literature, including as assessment, examining the benefits as well as the potential issues, and how some of these challenges might be met.

    Read article: Infographics, assessment and digital literacy: innovating learning and teaching through developing ethically responsible digital competencies in public health

  • Using blogs to develop and determine graduate competencies in an undergraduate business subject

    Christopher Deneen, Irshad Ali, Kevin Byard, John Kommunuri

    Graduate competencies are increasingly in demand from professional sectors, but with insufficient response from professional degree programs. This study examines the use of blogs as assessment in a first-year Bachelor of Business program. Three hundred and nine students responded to an online questionnaire exploring their perceptions of blog as a learning and assessment tool. Of particular focus were students' perceptions on ease of use, benefit and impact on the recognized graduate competency of writing skills. A regression model was applied to data analys in association between perception of improvement in the quality and quantity of the students' work (Q&Q) and several other variables. Results suggest a significant and complex relationship between participants' perception of the flexibility and benefit of the blog and three areas relevant to writing skills: self-reported improvement in writing, increased ownership of learning, and development of reflective skills. Implications for further research and practice are discussed.

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  • Vision - A space for digital learning and exploring pedagogies: Virtual world education

    Sue Gregory, Brent Gregory, Lisa Jacka, Sharon Lierse, Marcus McDonald, David Ellis, Merle Hearns, Suku Sukunesan, Pauletta Irwin, Blooma John, Des Butler, Jason Zagami, Belma Gaukrodger

    The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members of the group have written papers for ASCILITE conferences since 2010. Each paper’s intention is to provide an overview on using virtual worlds in higher education, especially the practical aspects of incorporating 3D worlds to enhance student learning. This VWWG’s paper looks at a virtual world as a space for digital learning and exploratory pedagogy – meaning, that the authors perhaps do not perceive virtual worlds as ordinary. However, they do acknowledge that those who do not regularly engage in virtual worlds may see it as new and innovative, perhaps even untested ground, but still with a degree of unfamiliarity. A survey was sent to the members of the VWWG in which the narratives have provided rich data for in depth understanding. The themes focused in the survey were ‘disruptive thinking’, ‘emerging ideas’ and ‘lateral connections’, from the perspective of the respondents’ experiences in the implementation of virtual worlds in education. They discuss the idea of a virtual world used in education as a new treasure, or perhaps it has been in use for some time and now classified as traditional.

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Showing 1–13 of 86 articles