2016: ASCILITE 2016 Conference Proceedings: Show Me The Learning

The poster presents an overview of the 'MyUni Transform' project at the University of Adelaide. This involves institution-wide transition, between May 2016 and December 2017, to a single Learning Management System from three systems

The poster presents an overview of the 'MyUni Transform' project at the University of Adelaide. This involves institution-wide transition, between May 2016 and December 2017, to a single Learning Management System from three systems currently in use in the University (the move is to Instructure Canvas from, principally, Blackboard Learn and, additionally, Moodle and an in-house system). Rather than implementing transition through automated roll-across of existing learning content and design, the project is approaching the transition process as an opportunity to facilitate significant transformation in blended learning design and practice across the University, in alignment with the goals of its Strategy for Learning, Teaching and Assessment (2016-18). The poster identifies key elements of the change approach that has been adopted, and outlines a 'theory of change' impact evaluation perspective that is seen to have value for ongoing monotoring of, reflection on, and learning from, the project's early stages and beyond.

Serious games offer educators the opportunity to enhance student motivation and engagement, setting the stage for authentic and productive learning (Coates, 2005). Anecdotal evidence suggests barriers to adoption of serious games in

Serious games offer educators the opportunity to enhance student motivation and engagement, setting the stage for authentic and productive learning (Coates, 2005). Anecdotal evidence suggests barriers to adoption of serious games in education include perceptions of the need for technological expertise and high costs of development. The author created a serious game to assist post graduate professional psychology students to manage the transition from theoretical knowledge to professional practice. This demanding stage of development is key to graduate competence, perceptions of self-efficacy and employability (De Stefano, D'Iuso, Fitzpatrick, Drapeau, & Chamodraka, 2007; & Skovholt & Ronnestad, 2003). During this developmental stage, serious games provide an opportunity for safe and engaging learning opportunities. This case study provides insight into the theory and principles to be considered when developing a serious game.

The use of serious games in education is growing, particularly within the field of health professional training (Graafland, Schraagen, & Schijven, 2012; Wattanasoontorn, Boada, Garcia, & Sbert, 2013). Serious games aim to teach or train

The use of serious games in education is growing, particularly within the field of health professional training (Graafland, Schraagen, & Schijven, 2012; Wattanasoontorn, Boada, Garcia, & Sbert, 2013). Serious games aim to teach or train whilst simultaneously entertaining and engaging users (Hawn, 2009). Serious games are viewed as a useful methodology for enhancing student motivation for learning and engagement with material (Coates, 2005). Despite being heralded as a cutting edge innovation, research validating the efficacy of serious games demonstrates mixed results (Susi, Johannesson, & Backlund, 2007). A serious game to support training of professional post graduate psychology students was developed by the first author. This paper presents the results of two pilot studies comparing the learning and training experiences of students using the serious game as compared to those using a control serious game and teaching as usual, as an example of an application of serious games in post graduate education.

A cornerstone of the Indigenous Strategy at Macquarie University (MQ) is the Gunya Model. A Gunya, in Darug language, is a traditional structure used by Aboriginal peoples as a home and shelter. In building the Gunya Online program MQ is

A cornerstone of the Indigenous Strategy at Macquarie University (MQ) is the Gunya Model. A Gunya, in Darug language, is a traditional structure used by Aboriginal peoples as a home and shelter. In building the Gunya Online program MQ is building an online culturally safe place for distance Indigenous students to come together, connect with staff, services and each other as they journey through Higher Education. This poster outlines the early development of the project presenting initial findings from a research report that draws on literature and interviews with staff and students in the development of a model of best practice.

Participating in learning design sessions is a transformative learning experience for academic staff. This poster traces the emergent relationship between an academic and a learning designer during an intensive 4-hour learning design

Participating in learning design sessions is a transformative learning experience for academic staff. This poster traces the emergent relationship between an academic and a learning designer during an intensive 4-hour learning design session, visually representing the interplay and intensity of six key domains across the session: approach, emotion, relationship, design-as-process, design-as-product, and capability-building. The poster demonstrates the relationship between the domains and their dispersal throughout a session, to illustrate how the challenge to and transformation of attitudes towards technology-enhanced learning (TEL), helping to overcome common resistance to change, providing a richer, more productive understanding of how academic development can be foregrounded through learning design.

Educational design is an area of growing significance in tertiary education, though the career pathway to educational design is varied. Few specific qualifications are available, and so educational designers tend to take up their roles

Educational design is an area of growing significance in tertiary education, though the career pathway to educational design is varied. Few specific qualifications are available, and so educational designers tend to take up their roles with little experience or in-depth knowledge. The purpose of the study is to investigate one new educational designer's development from new to experienced practitioner, in order to identify what new educational designers might expect as they develop. Across the early stage of her educational design role, Nicky Meuleman, educational designer at Open Polytechnic of New Zealand, captured significant encounters and recorded ongoing reflection. This paper summarises and discusses the key themes from those reflections, providing insight into one educational designer's journey from beginner to proficient practitioner.

As technology evolves and devices become more affordable there are many exciting possibilities for the use of innovative technology in virtual classrooms. However, while some of these innovations can encourage learner attention others

As technology evolves and devices become more affordable there are many exciting possibilities for the use of innovative technology in virtual classrooms. However, while some of these innovations can encourage learner attention others afford learners more opportunities to multitask (task switch).

The Open Education Licensing (OEL) project team surveyed teaching and other staff in the Australian higher education sector. The surveys informed the design of a Toolkit web application, which would provide tailored information to users by

The Open Education Licensing (OEL) project team surveyed teaching and other staff in the Australian higher education sector. The surveys informed the design of a Toolkit web application, which would provide tailored information to users by presenting relevant questions and guidance in a decision tree format. The decision tree provides pathways to guidance regarding the licensing of teaching resources for Australian higher education. The software was developed iteratively, allowing subject matter experts (SME) to feed in their content whilst the data system and interface were designed and implemented. A user-centred methodology was employed to maximise usability. The Toolkit used open source technologies and is itself openly licensed. This poster communicates the process of design, development and testing of the Toolkit web application. The lessons learned through this process may help inform the design of other innovative systems that aim to emulate the support provided by SME.

This paper reports on a summative peer review of teaching process implemented in a university. Software was developed to facilitate the peer review process, demonstrate principles of transparency, fairness and equity and support the

This paper reports on a summative peer review of teaching process implemented in a university. Software was developed to facilitate the peer review process, demonstrate principles of transparency, fairness and equity and support the academic values of collegiality, confidentiality and communication.

This poster presentation demonstrates how a computer simulation can be applied to examine the problem of spreading the adoption of elearning innovations that originate 'bottom-up' in higher education teaching practice. The computer

This poster presentation demonstrates how a computer simulation can be applied to examine the problem of spreading the adoption of elearning innovations that originate 'bottom-up' in higher education teaching practice. The computer simulation used in this doctoral study allows enabling and inhibiting links to be drawn between factors in 'bottom-up' technology adoption. These factors have been identified from case studies of 'bottom-up' e-learning adoption found in the research literature. The resulting computer model provides an interactive view across a whole university system of stakeholder relationships between university management, central support services, elearning innovators and elearning adopters involved in university teaching. The poster provides an explanation of how the computer modelling process works when different stakeholder experiences and perspectives are applied to connect the factors in the model. The application of a computer simulation in interviews for this study addresses the limitations of case study research methods to examine this problem.

The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) ???? how will this impact higher education? This Symposium will gather the collective experience and expertise

The new wave of mobile VR and AR are anticipated to become a multi-billion dollar industries in the near future (F. Cook, 2016) ???? how will this impact higher education? This Symposium will gather the collective experience and expertise of members of the newly established Ascilite Mobile Learning Special Interest Group (Ascilitemlsig) to explore and discuss the potential and issues surrounding the rapidly developing fields of mobile Augmented Reality and mobile Virtual Reality. The SIG seeks to draw develop an international community of mobile learning researchers in the context of mobile VR and AR. Building upon the global popularity of the Pokémon Go app, Google Cardboard, and the Samsung Gear VR, there is now widespread interest in these technologies, but still little expertise in integrating these within authentic educational experiences beyond another form of interactive content delivery. Members of the Ascilitemlsig will discuss the potential of mobile AR and VR for user generated content and contexts, share their recent practice-based research, and invite interaction from the wider Ascilite conference attendees.

The new field of Learning Design is gaining traction in higher education, aiming to address a number of challenges in technology enhanced learning and teaching. This symposium seeks to build on the national Learning Design Research

The new field of Learning Design is gaining traction in higher education, aiming to address a number of challenges in technology enhanced learning and teaching. This symposium seeks to build on the national Learning Design Research strengths and help highlight Australian Learning Design theory and practice expertise. It also aims to further consolidate the Australian and international Learning Design community. The content of this submission directly addresses the following topics: An introduction of the Learning Design Framework, Generic Templates, Teacher Design Thinking in Higher Education, Connecting Connectivism and Learning Design, and Translating Learning Outcomes into Learning Designs. The symposium will be divided into five topic-based presentations. The topic discussions will be led by members of the Australian Learning Design network. Discussion will be open and audience interaction will be encouraged.

This symposium is based on a recently published edited volume 'Foundations of Digital Badges and Micro-Credentials' which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical

This symposium is based on a recently published edited volume 'Foundations of Digital Badges and Micro-Credentials' which aims to provide insight into how digital badges may enhance formal and informal education by focusing on technical design issues including organizational requirements, instructional design, and deployment. All panel members are contributors to the edited volume and will share their perspectives on (1) digital badges' impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.