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2016: ASCILITE 2016 Conference Proceedings: Show Me The Learning

The proceedings of the 2016 ASCILITE Conference: Show Me The Learning

S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide

 

The University of South Australia, Adelaide, Australia

November 28-30, 2016

ASCILITE2016 Conference Website https://2016conference.ascilite.org/

Published: 25 November 2016

ASCILITE Conference - Full Papers

  • Attentional and cognitive processing of analytics visualisations:: Can design features affect interpretations and decisions about learning and teaching?

    Sakinah Alhadad

    There has been an increasing demand for course-level learning analytics to inform design improvements and interventions. While there has been an increasing research and development focus on dashboards to facilitate this, less has been done to investigate the impact of design features on optimising the interpretation process when translating learning analytics into actionable interventions and design changes. In this paper, I assess the effect of two prominent design features on the attentional and cognitive processes when using learning analytics at the course level. Emergent thematic analysis revealed response patterns suggesting systematic effects of three design features (course-only data, course- versus school-level data, course-only data with learning events marked) on the interpretive patterns, proposed actions, and consequential thinking of participants in the study. Implications for future designs of course-level learning analytics dashboards, as well as academic development are discussed.

    Read article: Attentional and cognitive processing of analytics visualisations:: Can design features affect interpretations and decisions about learning and teaching?

  • Confidence drives exploration strategies in interactive simulations

    Amaël Arguel, Jason Lodge, Mariya Pachman, Paula De Barba

    Maximising the benefits of digital learning environments requires understanding how students process what they are exposed to in these environments. Besides approaches based on examining information processing within the cognitive domain, the importance of including emotions has been recently addressed. This study aimed to explore emotional dynamics during discovery learning in an interactive simulation, with continuous measures of self-reported confidence and challenge. Interactions from participants were recorded and two groups were created according to the exploration strategy used: systematic or non-systematic. Visual exploration was also measured by eye tracking as well as knowledge at pre- and post-test. Results suggest that learners using a systematic exploration strategy ran significantly more simulation cycles than non-systematic learners. Moreover, the latter group reported to be significantly less challenged and more confident about understanding the material. These results emphasise the importance of student perceptions of their capabilities when learning in flexible, less structured digital environments.

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  • Preliminary exploration of student use of Blackboard Collaborate in fully online courses

    Kelli Bodey, Vikki Ravaga, Sarah Sloan

    This paper explores how students use Blackboard Collaborate (i.e., Collaborate) in fully online courses. It is the initial collection of data for a two-phase stuidy exploring the 'how' and 'why' of integrating technology into fully online courses from the context of Collaborate. The findings report that despite anecdotal evidence suggesting a decline in student use of Collaborate, surveys results and usage exported from Collaborate via the learning management system (LMS) validate its continued inclusion in the design of fully online courses. Student benefits included interaction/connectedness, support for course content and assessment and the tool itself. Whilst areas in need of improvement were bound to technical issues and structure including purpose of the Collaborate session. Irrespective, the results favour the inclusion of Collaborate as a learning support tool in fully online courses.

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  • Engaging students in the use of technologies for assessment within Personal Learning Environments (PLEs): The development of a framework

    David Bolton, Paula Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria Northcote

    Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by lecturers and students.

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  • Digital equity and social justice: Whose reality? Reflections from South Africa: Whose reality? Reflections from South Africa

    Jeanette Botha

    In this paper, the notion of social justice is premised on access to quality, affordable education and digital equity is understood as a leveller of society, a key stimulus for socio-economic growth and development, and a prerequisite for social justice. The ongoing global impetus towards increased digital access and the incremental uptake of ICTs into the traditional higher education space is not only reshaping our understanding of education globally, but it is also evidencing, through research and the benefits of time, a more sober and realistic portrayal of the affordances of digital access and technology in higher education. The emerging picture paints a cautionary tale, particularly in regard to the lived reality of digital equity and social justice in the developing world context. This paper takes the form of an exploratory study of limited scope, of the challenges around digital equity and social justice in distance education, from a developing world perspective. A counter narrative to the prevailing voices and hegemonies is offered to trouble some of the assumptions in dominant discourses, as motivation for a more realistic, contextualized and equitable appraisal of digital equity and social justice. The University of South Africa is used as a point of reference, given its status as the single dedicated comprehensive distance education institution in South and Southern Africa, the largest on the African continent and one of the world's mega institutions.

    Read article: Digital equity and social justice: Whose reality? Reflections from South Africa: Whose reality? Reflections from South Africa

  • A Strategic Response to MOOCs: What Role Should Governments Play?

    Mark Brown, Eamon Costello, Mairead Giolla-Mhichil

    This paper asks the question what role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? It describes the growth of MOOCs in Europe and reports on the Irish experience as a case study to discuss whether or not a more formal policy response is required to harness the potential of new models of open and online learning to promote wider access to higher education. Ireland is used to illustrate how different institutions have chosen to respond to MOOCs by tracing the history of several first generation initiatives. The response of government agencies and policy-makers is then discussed in the context of a number of high-level policy initiatives. Set against the backdrop of a lack of serious policy engagement in the development of MOOCs, the paper concludes by explaining why Dublin City University (DCU) has chosen to launch Ireland's Open Learniung Academy.

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  • Designing Virtual Reality Environments for Paramedic Education: MESH360

    Thomas Cochrane, Stuart Cook, Stephen Aiello, Dave Harrison, Claudio Aguayo

    This paper outlines the first two stages of a design-based research project that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. These design principles will be modified in light of the subsequent project evaluation stages.

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  • Evaluating a Professional Development cMOOC: Mosomelt

    Thomas Cochrane, Vickel Narayan

    This paper focuses upon the evaluation stages of the design and implementation of a lecturer professional development cMOOC embedded within an educational design-based research methodology. In the design and development stages the first iteration in 2015 of the cMOOC informed the redesign of the second iteration in 2016. In this paper the overall impact of the cMOOC is evaluated via evidence of active participation, a post-survey of the 2016 participants, and evidence of impact through the development of participant eportfolios. Based upon our experiences we propose a transferable and scalable lecturer professional development framework that can be mapped to established teaching and learning accreditation pathways such as CMALT.

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  • Content strategy: A lesson from the industry for university learning analytics

    Roger Dawkins

    This paper proposes an industry paradigm, called content strategy, for identifying data that has yet to be explored in learning analytics: student engagement data with individual online learning resources in a particular week of a course. Industry examples (including nine.com.au and Buzzfeed) suggest that adopting a content strategy approach to course design could increase student engagement with learning resources, making them more likely to achieve learning outcomes. Furthermore, this paper argues that there is no time left for blindness to content strategy data. Given the online context of curriculum, universities need content strategy to better align themselves with the student of today's user-centred internet. Finally, this paper draws on a university case study to identify existing challenges with implementing content strategy at university, including the limited capabilities of university learning management systems, limited instructor knowledge and copyright issues.

    Read article: Content strategy: A lesson from the industry for university learning analytics

  • Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach

    Stephanie Day, Michael Verhaart

    Blended learning, where face to face delivery is augmented with online components is used widely in Tertiary Education Institutions. With emerging and maturing technology solutions there is an opportunity to leverage them to provide alternative ways to facilitate pedagogically sound student learning. In particular, students may not be able to physically attend the class. The research presented in this paper considers how web conferencing technology, with appropriate hardware and software can be used to integrate face-to-face and geographically separate students (gxLearning), and describes three case studies in a variety of scenarios. The findings suggest the technology needed, and describes some notable advantages such as the ability to record the classes, as well as some significant issues, and will provide guidance to others considering using this delivery mode.

    Read article: Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach

  • Learning gains in a flipped classroom to teach the principles of envenomation

    Kristine Elliott, Kenneth Winkel

    Diagnosis and management of venomous bites and stings, particularly snakebite, is important for Australian clinicians. In 2015, a flipped classroom was trialled to teach the principles of envenomation to year 1 medical students in a MD program. A bespoke online resource was developed and then used by students to prepare for a face-to-face class tailored to their learning needs. Students reported positively about learning the principles of envenomation with the online resource and found it useful. Responses from students also indicated that the interactive class was beneficial to their learning, particularly the clinical application of envenomation. These findings were supported by comparisons of pre- and post-test scores that showed significant learning gains across eight questions. The study also provided some insights into students' perception of knowledge retention and why some students may prefer to prepare individually for content attainment.

    Read article: Learning gains in a flipped classroom to teach the principles of envenomation

  • Exploring virtual world innovations and design through learner voices

    Sue Gregory, Brent Gregory, Scott Grant, Marcus McDonald, Sasha Nikolic, Helen Farley, Judy O'Connell, Des Butler, Lisa Jacka, Jay Jay Jegathesan, Naomi McGrath, Amit Rudra, Frederick Stokes-Thompson, Suku Sukunesan, Jason Zagami, Jenny Sim, Stefan Schutt, Belma Gaukrodger, Merle Hearns, Leah Irving

    Student voice has played a big role in shaping the development and measure of success/failure of virtual worlds in education. Data on past and ongoing educational uses and contexts of use of virtual worlds and associated student feedback was gathered via a survey of educational researchers specialising in virtual worlds. Introduced are a range of specific uses that provide the source of and context for student feedback. Ten major themes emerged from student voices that highlight strengths and weakness and point the way forward for both educators and the students themselves. Positive feedback highlighted experiences of both pedagogical design and the ability of the technology to support it. Negative feedback revolved around technical problems, seen as hampering the effectiveness of student learning experiences. Student voice regarding virtual worlds is both positive and rewarding, and commending of staff who have dedicated their time and effort to transform the learning experience.

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  • Proudly Pragmatic: Steps to Online Curriculum Transformation

    Jacqueline Mary Jepson, Deb Moulton

    Students of today 'live' in a world shaped by the World Wide Web with its instant access to information and resources and range of technologies and social media . Following the university's digital strategy, this case study explores the choice of online learning tools that transformed its previously face to face class teacher focused layout to an engaging digital format. This case study outlines how the online tools and processes were chosen to meet the needs of the mature adult learners who are completing subjects in the Masters of Project Management (MPM). The curriculum transformation work required the development of digital learning resources, information communication technologies and new teaching strategies, to provide a more digital and responsive learning environment for students enrolled in the online course. The focus was on not only retaining students, but also ensuring that we were using technology to creating value and relevancy to our users.

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Showing 1–13 of 107 articles