2024: ASCILITE 2024 Conference Proceedings

ASCILITE Conference - Concise Papers

• How simulated learning can support a more diverse inclusive society

  Petra Czarniak, Ivan Bindoff, Leanne Chalmers, Ya Ping Lee, Vetri Thirthar Palanivelu, Kiran Parsons, Lisa Tee

  Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without compromising the safety of real patients. This pilot study investigated how interactive online simulations supported students’ disciplinary knowledge, care of diverse patients, and the development of students’ professional attitudes and beliefs. Four urinary tract infection (UTI) scenarios (two involving Transgender patients) were delivered to medical and pharmacy students through an interprofessional-education (IPE) activity. Evaluation involved pre- and post-activity questionnaires. There were 26 participants (18 females/ 8 males; range: 18 – 36 years]), including 11 medical and 15 pharmacy students. We found statistically significant changes in self-reported knowledge, skills and confidence to manage UTI (all p<0.001); competence to care for Transgender patients (2.21 vs. 2.74; p=0.001) and awareness of specific health needs of Transgender people (3.74 vs. 4.42; p=0.028). This pilot study demonstrated the potential of simulation-gaming platforms in evaluating and enhancing students' learning, offering a novel and sustainable approach to IPE. Simulations are a versatile teaching approach that can be adapted to promote cultural awareness and inclusivity across various fields in higher education.

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• How worked example Echo360 videos and embedded polls with students as partners improved learning outcomes in accounting

  Elizabeth Marsland, Andrew Kemp, Kate Hogarth

  This paper reports the use of worked example videos, with students as partners, using Echo360 and containing embedded polls in a postgraduate accounting subject which offered limited opportunity for in-class practical activities. A total of twelve worked example videos were produced and deployed to assist students with their learning. Each video included embedded polls which aimed to further engage students and reinforce key concepts. Results were compared for students who engaged with the videos and polls with those who had not. Findings revealed that students who viewed the videos and participated in the polls demonstrated significant improvement in the final exam and overall marks. This study is one of the first to examine the use and benefits of using dialogue videos with embedded polls as a means of increasing learning, engagement, and overall student results.

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• Embedded online self-regulated learning activities improve student experience and learning outcomes

  Helena Pacitti, Jamie Dracup, Jason Lodge, Jenny Richmond

  Self-regulated learners achieve academic success by employing specific cognitive, metacognitive, behavioural, and resource management strategies. In fully online learning environments, these strategies are critical but are often challenging for first-year undergraduates to develop. This study presents a novel approach to supporting undergraduates' development of Self-Regulated Learning (SRL) skills in a fully online first-year psychology course. Seven SRL activities were embedded as micro-assessments within the summative assessment structure. Qualitative and quantitative data from students across multiple teaching periods were analysed. Results show that embedding content-specific SRL activities improved academic performance, increased engagement, and built a stronger online learning community. The impact of deliberately integrating SRL principles into the course design and assessment structure on student Self-Regulated Learning Online (SRL-O) questionnaire scores at the start and conclusion of the course will also be discussed. Overall, this study demonstrates that purposeful integration of SRL principles into course design and assessment can improve academic outcomes and foster positive learning experiences for first-year undergraduate students who are studying online.

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• The entanglement of learning spaces, pedagogies, and technologies with the global polycrisis: A manifesto for higher education for good

  Laura Czerniewicz

  This concise paper emphasises and amplifies the themes of this year’s ASCILITE Conference by elaborating on their importance contributing to higher education’s vital agenda of advancing human rights, democracy, justice and sustainability. We address the conference themes —learning spaces, pedagogies, and technologies— from a macro perspective, considering a range of urgent global issues with which higher education is entangled. These issues shape the possibilities and risks of higher education everywhere, as well as technology enhanced learning in particular. In the paper, we consider a range of challenges posed by the current global polycrisis, present a framework for confronting these challenges within higher education, and offer a set of questions for collective consideration in order to strengthen the higher education community’s ability to cope with a threatening and unstable future.

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• How action learning broke down silos, built referent power, and created sustainable capability building

  Adrian Godoy, Jackie Su, Lynn Gribble

  This paper presents a case study of how technology support moved from being a just in time (JIT) help service to developing capability and capacity building through a process of building digital self-efficacy (DSE). By active membership of the UNSW Online Learning and Innovation Community of Practice (OLI CoP) a process of action learning cycles was undertaken in partnership to focus on pedagogy ahead of technology. By doing so, a scalable change process was initiated that brings the coalition of the willing into being core university influencers. As a result, the academics see technology become embedded into their pedagogical practice rather than a tool alone. This case provides insights from the key learnings which have, in turn, enabled a new model of technology support delivery. This model has also provided career growth opportunities for both academics and the educational technology services (ETS) team, while also supporting student learning.

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• Insights from co-designing an interdisciplinary programmatic approach for assessment transformations at a research-intensive university in Australia

  Diana Saragi Turnip, Priya Khanna, Daniela Castro de Jong

  This paper conceptualises an interdisciplinary co-design approach for piloting and iteratively implementing programmatic assessment transformations at the University of New South Wales (UNSW). Using systems thinking and co-design principles, we engaged diverse stakeholders across various disciplines to address collective challenges such as overassessment and inadequate feedback. Literature reviews and consultations suggest that programmatic assessment can improve assessment processes and enhance student engagement. The project so far provides insights for higher educational institutions on the importance of collaborative design and continuous feedback, demonstrating the potential of programmatic assessment to align with curricular goals and enhance student learning outcomes.

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• Lessons learned during the design implementation of a digital construction site module

  Charmaine 'Ilaiu Talei, Mojan Mosavat, Bernd Martin, Janna Androutsou, Heera Kim, Tony Chung

  Our paper discusses a collaborative project between built environment professionals and academic educators. The project is about digitalising construction site visits as an online Canvas module for senior architecture students as part of their third-year core course titled: Project Management. The course is one of two courses that are required upon graduation to become a registered architect in Aotearoa, New Zealand. The module is designed with two key aspects in mind: the learning objectives that adhere to school accreditation requirements and the ‘Signature pedagogical practices’ determined by the educational institution: Waipapa Taumata Rau, University of Auckland. In this paper, we discuss our insights gained from designing an interactive, immersive, and hybrid learning experience.

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• Enhancing Digital Financial Advisory Skills through Video-based Presentation Assessments

  Polly Lai, Scott Niblock

  In this study, we investigate whether video-based Statement of Advice (SOA) assessments can help students effectively develop the advisory knowledge and skills required by the financial services industry. Eleven students enrolled in an undergraduate financial planning unit participated in this pilot study. Five students completed a written SOA assessment, while six students completed a video-based SOA assessment. The initial results show that the video SOA group outperformed the written SOA group in conceptual knowledge, communication skills, and presentation skills. However, these differences were not statistically significant. While video-based SOA assessments appear to be a promising approach for developing students' digital financial advisory skills, the small sample size in this pilot study limits our ability to draw statistically robust conclusions. Future research with larger sample sizes is needed to validate these findings and explore students' perceptions of and attitudes toward the use of video-based assessments in delivering financial advice.

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• Designing branching scenarios to support clinical reasoning in dental education

  Matthew White, Katharine Dal Santo, Jenn Copley, Claire Mustchin, Bree Jones

  Branching scenarios are educational tools where dental students can explore their decision making in a clinical environment without risking harm to patients. By incorporating productive failure, adaptive learning and serious gaming elements into their design, they offer interactive and personalised learning environments. We aimed to design a branching scenario based on a patient presenting with dental pain and evaluate its implementation in a classroom setting. We employed a validated serious gaming model as the framework for our design and mapped a decision tree on a scalable whiteboard for the case. A survey platform was used to build the scenario using rule-based logic. The scenario included multiple ‘learning points’ with tailored feedback. Students can track how many learning points they have ‘unlocked’ and are encouraged to revisit previously uncovered pathways. Classroom observations, learning analytics and student feedback have been collected to evaluate the activity. Preliminary feedback has informed improvements to the branching scenario design and educators have found the learning analytics can be used to tailor future teaching sessions. Future steps include useability testing and design improvements based on student feedback.

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• Efficient learning design: What do educators identify as key factors?

  Mikkel Godsk

  This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient Learning Design and a survey among educators, the efficiency of their designs is analysed, and the underlying factors are identified. The study shows that 92% (n = 57) of the design interventions had a positive impact, 73% (n = 45) had an impact equal to or higher than the required effort, and 8% (n = 5) made no significant difference or even had a negative impact. The paper identifies six factors for efficient learning design interventions based on the educators’ responses. These include leveraging opportunities where teaching requires redesign, guiding educators on effective pedagogical methods, utilising peer feedback and collaboration, creating reusable, technology-supported activities and materials, supporting educators’ design decisions and professional development, and ensuring a positive experience. Additionally, educators can benefit from a broad understanding of impact beyond improved learning outcomes.

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• Making comedy for learning spaces: DIY videos for teaching difficult concepts in methods of research

  Kay Hammond

  Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.

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• The national student survey of GenerativeAI use among Australian university students: Preliminary findings

  Samantha Newell, Sophie Dahlenburg

  Entrusting GenerativeAI (GenAI) to complete tasks that require critical engagement with content can have wide-spread implications to the integrity of student learning outcomes. This paper presents the preliminary findings of a mixed-methods survey of Australian university students (n=399) on their use of GenAI in their studies. Preliminary findings suggest student GenAI use in universities is common, with approximately one third of students using GenAI and 53% engaging with ChatGPT alone. In open-ended responses, stigma and judgement towards students utilising GenAI to complete their assignments is evident. Stigma may entrench a culture of secrecy around integrating GenAI into the student workflow, which may work against any initiatives to increase citation or transparency in the sanctioned use of GenAI. Students also discussed implications for employability, skill development, and the originality of their work, with 80% of students concerned that GenAI is devaluing their degrees. These findings require universities to critically engage with either: building a culture of engagement with, or increasing surveillance against the use of GenAI in student assessments (reflecting the GenAI stance of each university).

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• Investigating the impact of online learning platforms on student engagement and learning outcomes: Comparing Zoom with VR

  Mehrasa Alizadeh, Neil Cowie

  With the advent of new technologies such as virtual reality (VR), educators have shown interest in using them to enhance the online learning experience. To investigate the impact of VR on students' foreign language learning outcomes and engagement, a longitudinal comparative study was conducted. This study focused on learning small talk skills with two groups, an experimental group using VR and a comparison group using Zoom. Both groups met weekly to discuss small talk skills and bonding strategies in groups and practiced small talk in pairs. The student interactions were recorded on both platforms and graded by two raters at three points during the course. Additionally, students completed an engagement survey and participated in focus group interviews. Results showed that both groups improved their small talk skills over time with no significant difference in learning gains and engagement. Participants were divided into VR enthusiasts, who appreciated the enhanced sense of presence and identity through avatars, and VR sceptics, who doubted the value and usability of VR. To continue this project, the researchers aim to further leverage the benefits of VR in international contexts to promote cross-cultural communication.

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