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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 - Concise Papers

  • One system to examine them all: Defining the complexities of implementing an institution wide online exam model

    Peter Bryant, Jacqueline Ruello

    A significant majority of universities have engaged in piloting or implementing technology enabled forms of examination (online exams) in response to increasing pressures on space, resources and the demands of scale. Informed by analysis drawn from a series of consultative workshops and interviews with over 120 participants including academics, support and professional services staff and senior management at the University of Sydney, this paper will explore the tensions and challenges arising from the institutional demand to determine the requirements for the procurement of a single online exam system to replace the current spread of disparate pilots across the faculties. Using pain points, alleviations and mitigations that are felt within the existing exam system, we will identify two tensions that increase in importance the further any system moves away from the dominant models of exam facilitation and marking using technology.

    Read article: One system to examine them all: Defining the complexities of implementing an institution wide online exam model

  • Engaging students in a wide-scale educational technology implementation: Investigating student attitudes

    Chris Campbell, Megan Duffy

    University-wide implementations of various technology teaching tools have been occurring for many years. Often staff are trained in using the tool and students are thus required to use it in various ways in their courses and for assessment purposes. This paper outlines the implementation of a university-wide ePortfolio platform, PebblePad, and investigates student attitudes one year after its introduction. Although students are still getting used to the platform, they are learning to accept the tool and are using it in various ways in their courses to support their learning. Results also show numerous ways students can get support to use the platform and the types of assistance provided. It is hoped students will accept PebblePad in the future, learn to be less critical and that deep learning can continue to be supported. In conclusion, PebblePad is a wide ranging ePortfolio system that can, when used well, support student learning in a large variety of ways.

    Read article: Engaging students in a wide-scale educational technology implementation: Investigating student attitudes

  • Enhancing Learning of System Modelling through 360 Degree Virtual Reality Video and 3D Printing

    Juan-Carlos Muñoz, Michael Cowling, James Birt

    New technologies like 360 degree virtual reality videos and 3D printing are creating philosophical shifts in approaches to teaching and learning in the classroom. However, most studies isolate new technology rather than study the benefits of using them in combination. Multiple representations support a variety of learning activities especially when students are learning new concepts or complex ideas. This study explores the blending of a 360 degree video-case study with 3D-printed haptic manipulations to enhance learning of ICT systems analysis and design. We hypothesize that the blending of both the virtual and physical can lead to improved learning motivation, engagement and enhance learning outcomes. The study follows a design-based research (DBR) methodology with this paper representing the second loop of the DBR approach focusing on both the usability and learning outcomes from a sample of 24 participants from an Australian University. The results of the study show positive impact on the measure of navigability and communication when compared to a traditional lesson leading to improved engagement and motivation among the learners.

    Read article: Enhancing Learning of System Modelling through 360 Degree Virtual Reality Video and 3D Printing

  • MENTOR – Intelligent Mobile Online Peer Tutoring Application for Face-to-Face and Remote Peer Tutoring

    Sheng-Hung Chung, Seng Chee Tan

    E-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student learning. Correspondingly, there is a lack of a suite of technological affordances to facilitate online peer tutoring sessions and appointments remotely. This paper describes the development of a novel smartphone app – Mobile Education Networked Tutoring On Request (MENTOR) – to facilitate face-to-face and remote peer tutoring. The MENTOR app aims to predict the tutoring needs of students using tutor-tutee matching, provides coordination of face-to-face tutoring sessions via the use ofsmartphones’ location data and online operation of remote tutoring sessions.

    Read article: MENTOR – Intelligent Mobile Online Peer Tutoring Application for Face-to-Face and Remote Peer Tutoring

  • Developing A Mobile Immersive Reality Framework For Enhanced Simulation Training: MESH360

    Thomas Cochrane, Stephen Aiello, Norm Wilkinson, Claudio Aguayo, Stuart Cook

    This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a variety of clinical skills through the use of XR in health education, a literature review indicates that the level of engagement with learning theory and the wider literature to inform the design of these learning environments is limited. The authors propose that XR can be employed within the learning environment to introduce critical elements of patient and practitioner risk and stress through environmental and socio-cultural influences without putting either students, educators, practitioners or patients at real risk, but create a safe learning environment that more authentically simulates these risk elements. The MESH360 project involves a collaborative transdisciplinary team of educational researchers, designers, practitioners, and working professionals in the design of mobile XR to enhance student and professional paramedic training to prepare practitioners for the environmental stressors and critical care decisions involved in high risk situations. Using Design Based Research (DBR), the project explores the impact of mobile XR enhanced simulation for novice and professional paramedics.

    Read article: Developing A Mobile Immersive Reality Framework For Enhanced Simulation Training: MESH360

  • Using team-based learning in a problem-based learning medical course to improve transition from a pre-clinical to clinical learning environment

    Bronwen Dalziel, Slade Jensen, Elizabeth O’Connor, Charles McCafferty, Iain Gosbell

    Many medical schools choose between using either a problem-based learning (PBL) or a team- based learning (TBL) approach to curriculum to teach pre-clinical students the foundational sciences needed to understand disease processes. This study explores whether it is possible to combine the strengths of both approaches to better prepare medical students for the transition from a pre-clinical to a clinical learning environment. While PBL allows students to identify gaps in learning and then apply new knowledge to an established problem, TBL gives students the opportunity to apply their learning to multiple new clinical problems thus providing opportunities for knowledge transfer. We used the Learning Activity Management System (LAMS) to run modified TBL sessions that were designed to fit within the normal lecture program. Iterative development of the intervention over five years based on staff and student feedback has delivered positive educational outcomes.

    Read article: Using team-based learning in a problem-based learning medical course to improve transition from a pre-clinical to clinical learning environment

  • Designing with Constraints: Are we designing for creativity or compliance?

    Kashmira Dave, Sue Gregory

    Presented is a concept that forms the basis of a larger research project aiming to understand the university lecturers design practices around bureaucratic constraints and, as a result, if they were still able to be creative. This idea was developed from the research findings of one of the author’s PhD dissertation (Dave, 2017) wherein the lecturers expressed their design practice impacted by the various constraints which are explained in this paper. The authors argue that like other professional designers (engineers, architects), lecturers should be able to be creative despite the constraints. Also raised are the higher-level issue of learning and training in the area of higher education which makes people more responsive to creativity.

    Read article: Designing with Constraints: Are we designing for creativity or compliance?

  • Students’ self-regulated learning skills and attitudes in online scientific inquiry tasks

    Paula de Barba, Kristine Elliott, Gregor Kennedy

    Teaching students to think and act as scientists through inquiry is at the core of recent science education. Although self-regulated learning (SRL) is acknowledged as crucial to performing scientific inquiry, much is yet to be understood about the specifics of students’ interactions with the scientific process. In the current study, we conducted an exploratory investigation of the role of students’ SRL and related attitudes when completing an online scientific inquiry- based task. A task with a Predict-Observe-Explain learning design was used to examine the role of students’ SRL and attitudes within specific phases of the scientific inquiry process. Participants were 233 students from an online undergraduate course. Four groups were identified with differing levels of SRL skills, challenge and confidence. We found that students with low SRL skills who also perceived a learning situation as challenging and had low confidence in their ability to learn, had difficulties designing effective experiments and correctly interpreting data. Implications and future studies are discussed.

    Read article: Students’ self-regulated learning skills and attitudes in online scientific inquiry tasks

  • “Okay, but what does it look like?” Building staff capacity in online learning design through role modelling

    Joanne Elliott, Darci Taylor

    Designing for online learning requires staff to rethink their approach to teaching and learning. A key challenge in this reconceptualisation is envisaging what this new teaching context might ‘look like’. In this paper, we describe the development of a self-paced online staff capacity building resource, which modelled good-practice online learning design principles and assisted staff to reconceptualise teaching through experiencing premium online learning.

    Read article: “Okay, but what does it look like?” Building staff capacity in online learning design through role modelling

  • 25 principles for effective instructional video design

    Matthew Fyfield, Michael Henderson, Michael Phillips

    This paper reports on the first phase of a broader study into effective design of instructional video. While instructional videos are increasingly popular as learning objects, increasingly easy to create by any educator, and have been shown to support effective learning as well as being scalable and re-usable, there is a lack of clarity about what educators need to consider when creating or choosing them. Instructional videos differ from other film media in that they are primarily intended to teach content, concepts, or skills. Building on Mayer’s (2014) work in which 15 instructional design principles were identified for multimedia learning, this paper presents 25 principles emerging from a broad-based exploratory literature review specifically focused on instructional video design.

    Read article: 25 principles for effective instructional video design

  • Stakes in the potential of technology-enhanced learning: a STEM faculty case study

    Mikkel Godsk

    To successfully enhance learning in higher education with technology, it is essential to understand the main stakes in the potential of technology-enhanced learning. This paper presents a case study of these stakes at a traditional, campus-based STEM faculty. Based on four surveys, the paper identifies which potential educational purposes of technology that are prioritised by the management, the educators in general, the educators engaged in Learning Design, and the students in general as well as which prioritisations that are convergent and divergent. Furthermore, the paper discusses how these stakes may inform building an efficient Learning Design practice.

    Read article: Stakes in the potential of technology-enhanced learning: a STEM faculty case study

  • Using business principles to provide education solutions: On-demand exams supported by the progression pipeline

    Brent Gregory

    This paper examines the journey from education literature to business principles to enable new ways for looking at an unsolved problem. This has resulted in the development of a highly scalable on-demand assessment model. Overall, results improved student acquisition of accounting skills as measured by grades.

    Read article: Using business principles to provide education solutions: On-demand exams supported by the progression pipeline

  • Investigating lecturers’ reasons for adoption of mobile learning in higher education: A case study

    Ivan Han

    The usage of Mobile Learning (M-learning) has grown among Institutes of Higher Learning worldwide as mobile technologies benefit teaching and learning. Despite this interest, there is a lack of M-learning research in formal educational contexts and the reasons for lecturers to adopt M-learning in a Singapore private education institute have been limited. Furthermore, the Teaching and Learning Division (TLD) of the institution which looks after the professional development of lecturers and sponsors innovative technology-mediated learning initiatives like M-learning is keen to find out how lecturers can be supported to encourage a greater usage of M-learning. After interviewing 10 lecturers, the research found that the following five reasons influence lecturers’ adoption of M-learning from most important to the least: Usefulness in Teaching and Learning, Barriers to using M-Learning, Ease of use of mobile technology, Students’ Motivation and Service quality of the M-learning systems. From this, TLD can identify and develop strategies to support the successful integration of M-learning. The five support aspects considered when implementing M-learning are found to be the following in descending order of importance: Professional Development, Social, Organisational, Technical and Advanced features to support teaching and learning. This research has clarified the existing literature in M-learning especially in formal learning contexts where learning is intentional and recognises the role that lecturers play in the future adoption of M-learning.

    Read article: Investigating lecturers’ reasons for adoption of mobile learning in higher education: A case study

Showing 40–52 of 86 articles