2016: ASCILITE 2016 Conference Proceedings: Show Me The Learning

Managing the use of social media in tertiary institutions is not as straight-forward as it may first seem. There is a multiplicity of facets which interplay within this space, from the espoused University policies on the one side of the

Managing the use of social media in tertiary institutions is not as straight-forward as it may first seem. There is a multiplicity of facets which interplay within this space, from the espoused University policies on the one side of the coin, to the actual practices by students and staff on the other. At times, this misalignment is not the result of deliberate waywardness. For academics, deciphering and adhering to institutional policy whilst simultaneously attempting to enrich studenst's learning experiences is a difficult feat. This paper explores this contested space, examining the tensions between social media as a disruptive technology, coupled with the interpretation of institutional policies. Our analysis points to a call for clarity in and around institutional policy in the implementation of social media for teaching and learning in higher education.

Digital learning environments are increasingly prevalent in higher education. The flexible and less constrained nature of these environments, means students often need to be more autonomous in managing their own learning. This implies that

Digital learning environments are increasingly prevalent in higher education. The flexible and less constrained nature of these environments, means students often need to be more autonomous in managing their own learning. This implies that students are sufficiently selfmotivated to successfully engage in autonomous learning. The concept of "student engagement" has shown promise in assisting researchers' and educators' understanding of how students' general involvement in study, and their more specific completion of learning tasks, can lead to beneficial outcomes in digital learning environments. However, student engagement has taken on multiple, diffuse definitions in higher education creating confusion about what engagement is and how best to promote it. In this paper we build on a model of engagement from organisational psychology that offers insight into task-level engagement. Established models in the area of student motivation are integrated to bring clarity to the construct at tasklevel in digital learning environments.

Videos are widely used in education but the pedagogical potential afforded by students' video productions is largely unexplored. This pilot study used video production as an instructional strategy for promoting active learning in a biology

Videos are widely used in education but the pedagogical potential afforded by students' video productions is largely unexplored. This pilot study used video production as an instructional strategy for promoting active learning in a biology course. Students were instructed to build a 3D model and create a video to explain cell structure and function. They then summarized their project proposal, goal, scientific content and innovation in a report. They were suggested to form teams comprising students from different disciplinary areas, and to incorporate interdisciplinary knowledge into their videos. During the project, three psychological needs including autonomy, competence, and relatedness were supported based on self-determination theory in order to enhance intrinsic motivation. Analysis of the data from student feedback, submissions (models, videos and reports) and final examination revealed enhanced active learning and improved understanding of biological concepts. The results also suggest a need for fostering integrative thinking across disciplines.

This poster presents a teacher design process model. The model is empirically derived from research that investigated the design work of Australia university teachers. The dataset comprised detailed interviews from 30 teachers from 16

This poster presents a teacher design process model. The model is empirically derived from research that investigated the design work of Australia university teachers. The dataset comprised detailed interviews from 30 teachers from 16 Australian universities about how they undertook their design work when designing new units and/or redesigning existing units. The findings characterise the design process as a top-down, breadth-first approach, which is iterative, and is conducted prior, during and after a unit's implementation. The significance of this model is that it illustrates a process that has been under-researched and thus provides important insights into how university teachers could be better supported in their design work. Implications from this work are discussed and ideas for future research are presented.

The study applied the concept of personal learning environments to the individualized instruction of a foreign language pre-service teacher in an assessment class. The student was given the opportunity to develop their own personal

The study applied the concept of personal learning environments to the individualized instruction of a foreign language pre-service teacher in an assessment class. The student was given the opportunity to develop their own personal learning environment by deciding upon specific educational goals, developing lifelong learning resources, and negotiating assessment. The student developed an enthusiasm for the subject matter not seen with other students. However, the situation is unique in that it is an individualized learning situation with a mature, returning student. In the future, attempt will be made to apply the same principles to a whole-class situation.

The Student Success Toolbox project is a nationally funded research and technology development project focusing on facilitating effective flexible learner transition into higher education. The project targets programme teams/institutions

The Student Success Toolbox project is a nationally funded research and technology development project focusing on facilitating effective flexible learner transition into higher education. The project targets programme teams/institutions with adults engaged in undergraduate, part-time or online/distance-learning during the initial stages of the study lifecycle. The project has developed a toolbox of eight digital readiness/preparation tools, leveraging digital technologies to establish approaches to assist advisors in helping applicants to assess their own readiness for flexible learning and in providing learners with relevant, timely feedback to enhance their chances of success. These are Open Educational Resources (OERs) with a Creative Commons Licence (CCBY), made openly available to, and actively shared with, programme teams/institutions. Alongside the tools is a guide on using the tools as part of a strategic flexible learner socialisation program and, where appropriate, directions on technically augmenting the tools for a specific programme or institution.

Head Start Online is a five week, free, online course (MOOC) that is designed to support prospective and/or new flexible learners' transitions into higher education. Enhancing retention and completion rates of this group of learners, in

Head Start Online is a five week, free, online course (MOOC) that is designed to support prospective and/or new flexible learners' transitions into higher education. Enhancing retention and completion rates of this group of learners, in order to facilitate successful widening of access, is a significant global challenge. Head Start Online is focused on the initial stages of the studylifecycle, as the foundations for student success are laid early. Head Start Online has emerged out of the Student Success Toolbox project, a nationally funded research and technology development project that developed a toolbox of eight digital readiness/preparation tools. Head Start Online brings together a number of these tools together in a cohesive pre-induction socialization course that aids new/prospective learners to, for example: assess their readiness for flexible study; plan and budget their time; assess their computer skills; identify their sources of support; learn about the process of writing assignments.

This poster explores the potential of MOOCs for teacher professional learning. It describes an innovative model that has evolved over a decade and how this could be implemented through different MOOC formats. Designed as a robust yet

This poster explores the potential of MOOCs for teacher professional learning. It describes an innovative model that has evolved over a decade and how this could be implemented through different MOOC formats. Designed as a robust yet flexible framework that meets teachers' expressed needs, the model supports school-focused, job-embedded teacher professional learning, which challenges more traditional instructional environments. More specifically, it infuses digital technologies and other elements of 21st century skills into the teaching and learning experience. Employed initially in face-to-face contexts, the most recent development has been the design of a MOOC which maintains key elements and signature pedagogies from the initial phases to support a scalable and sustainable model of teacher professional learning.

Academic staff development often follows time-honoured models ???? a workshop series, individual and small group consultations and the development of complementary online resources. In our experience an annual, two-day Blended Learning

Academic staff development often follows time-honoured models ???? a workshop series, individual and small group consultations and the development of complementary online resources. In our experience an annual, two-day Blended Learning Boot Camp with Subject Coordinators from successive year levels has proven to be a successful approach for transforming curriculum delivery with blended learning in the discipline of Nursing, Midwifery and Nutrition. This poster describes the planning, development and outcomes of this strategic, multi-year project and highlights the changing focus from year-to-year as feedback and evidence dictate.

Blended learning involves a careful and considered approach to the identification and combination of different modes, times, places and purposes of learning, with emphasis on judicious integration of fit-for-purpose educational

Blended learning involves a careful and considered approach to the identification and combination of different modes, times, places and purposes of learning, with emphasis on judicious integration of fit-for-purpose educational technologies in order to enhance student learning experience and outcomes. Students commence their first year of university with a vastly diverse set of personal, social and cultural characteristics that can shape their tertiary experience and engagement with learning. This can present a challenge to first year curriculum design, delivery and evaluation. This presentation will explore how blended learning pedagogy, transition pedagogy and transparent pedagogies were melded within a first year Allied Health unit at Australian Catholic University in an aim to enhance student engagement with and empowerment within the program. Processes of decision making regarding design, delivery and evaluation of first year curriculum will be shared and supported with case examples and data from the discipline of Speech Pathology.

Demand for higher education is increasing globally, and to help meet the demand, there are plenty of Open Educational Resources (OERs) available. OERs are openly licensed educational materials. Unfortunately, OERs are slow to be adopted

Demand for higher education is increasing globally, and to help meet the demand, there are plenty of Open Educational Resources (OERs) available. OERs are openly licensed educational materials. Unfortunately, OERs are slow to be adopted. What is needed are Open Educational Practices (OEPs) which are policies, tools, and actions, among other things that create an environment suited to using OERs. This research aims to find ways to support OEP implementation, particularly the OEPs related to the design and development of effective courses. The research methods include action research on course design and ethnography to describe the organizational context. This poster presents emerging findings from the pilot study carried out at the Open Education Resource universitas (OERu).

Sufficient feedback is in the core of Student centred-learning. Text based feedback has certain limitations and can be seen by students as generic rather than personalised. Video feedback is welcoming alternative to personalised and

Sufficient feedback is in the core of Student centred-learning. Text based feedback has certain limitations and can be seen by students as generic rather than personalised. Video feedback is welcoming alternative to personalised and individualised reflection on student's works and greatly valued by students. Such personalised connection between tutor and students increases student's own motivation and enhances possibility for self-assessment and self-reflection. Computer software for screen capture and audio narration have been used to create videos which are provided to students as a video-based feedback. The video-based feedback has been made using student's electronic submissions and narration which are audio and video recorded. Webcam has been used to capture tutor's facial expression to make whole experience even more personalised. Initial video-based feedback pilot created positive reaction among students indicating that further experimenting is greatly desirable.

The Blended Learning Team from the School of Humanities and Communication Arts will demonstrate how we assist in the creation of 'lecture pods'. The presentation will be delivered in video format, showing the actual processes we go

The Blended Learning Team from the School of Humanities and Communication Arts will demonstrate how we assist in the creation of 'lecture pods'. The presentation will be delivered in video format, showing the actual processes we go through. We'll detail how we work with academics to assist them to convert their teaching from live lectures to presenting to camera. The presentation will also showcase several tools created by Peter Steele, that have made a great contribution to sustainable processes in the school for producing large volumes of lecture pod videos.