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2024: ASCILITE 2024 Conference Proceedings

 

 

The proceedings of the 2024 ASCILITE Conference: Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies.

T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, & R. Vanderburg (Eds.), Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies. Proceedings ASCILITE 2024. Melbourne.

University of Melbourne, Melbourne, Australia

December 1-4 2024

ASCILITE2024 Conference Website https://2024conference.ascilite.org/

 

Published: 23 November 2024

Full Issue

ASCILITE Conference - Concise Papers

  • Generative AI: Beyond the binaries with metaphors

    Carmen Vallis, Stephanie Wilson, Alison Casey

    The integration of Generative AI (GenAI) technology in higher education demands active and creative pedagogical responses. In this paper we report on an emerging creative educational design approach which introduces activities for working with GenAI in imaginative ways. Through multidisciplinary research, we are iteratively designing activities to engage educators and students in creative and critical inquiry of GenAI with metaphors. First, we introduce the background and rationale for using metaphor to explore GenAI in education. Our approach to generative AI draws on postdigital ideas that consider technology as entwined in our lives, rather than as separate tools. Put simply, GenAI is neither inherently good nor bad for education. Research on metaphor as a powerful learning tool of analogy is reviewed. A detailed account of workshop learning activities is then provided, including their design, implementation, and preliminary findings. The aim is to broaden approaches to using and integrating such technologies, and to serve as an alternative model for other educators to adapt for their own practices. Finally, we discuss future, creative possibilities with GenAI and metaphor.

    Read article: Generative AI: Beyond the binaries with metaphors

  • InnovatEd: A Model for Supporting Innovation in Educational Technology in Tertiary Settings

    Nicola Cranna, David Israel

    The Melbourne InnovatEd program at the University of Melbourne supports innovation in educational technology, addressing the crucial need for innovative solutions in teaching and learning in higher education. By fostering a holistic approach, InnovatEd empowers educators and students to identify problems and devise impactful solutions. Established in 2019, the program offers a Bootcamp and an Incubation Funding Program, providing space, tools, support, and funding pathways. The Bootcamp engages participants in developing innovation skills, while the Incubation Program offers tailored support to bring ideas to fruition. Over five years, InnovatEd has supported 23 teams, enhancing teaching and learning through EdTech. The program has successfully cultivated connections within the University and industry, facilitating real-world project development and fostering an entrepreneurial mindset. Innovation programs in large organisations, such as InnovatEd, face challenges such as ensuring technology sustainability, providing post-program support, and addressing cultural barriers. InnovatEd aims to establish robust support structures and promote continuous innovation, essential for improving education in the age of AI.

    Read article: InnovatEd: A Model for Supporting Innovation in Educational Technology in Tertiary Settings

  • A new initiative in synchronous international learning: A Health Humanities Global Classroom

    Heather Gaunt, Hui Ting Chng, Rosie Shea, Ben Loveridge, Kwang Cham, Sherry Chan, Florian Knothe, Yueh Siang Chang, Chee Han Lim

    This paper outlines the initial development and delivery of a Global Classroom (GC) experience using COIL (Collaborative Online International Learning) pedagogy for students studying in health and health sciences, that capitalises on the opportunities for interdisciplinary health humanities experiences using the campus museums and galleries of participating partners at The University of Melbourne, National University of Singapore, and The University of Hong Kong. The goal of the curriculum is to enhance students’ intercultural capabilities, including effective communication and effective teamwork skills, and to develop an understanding of different cultural and global perspectives on healthcare. The innovations of this project relate to the transplantation of museums-based interdisciplinary pedagogy for students studying in health into a virtual learning environment, using digital surrogate objects and collections. Technology-enhanced learning is integral to the project design, in the creation of shared digital collections in synchronous online learning.

    Read article: A new initiative in synchronous international learning: A Health Humanities Global Classroom

  • The Postdigital Panorama: Conceptualising Higher Education Teachers’ Intermingled Identities in Australasia

    Ksenia Zavyalova, Cheryl Brown

    University teachers are in the midst of a messy and entangled postdigital era. They face a constant stream of data and increasingly visible teaching as a consequence of digital media and AI spaces. This prompts the need for identity work to reconsider the personal, professional and societal meanings of the role of teachers in a world where people and machines are becoming further interwoven. Narrowing it down to social media spaces that encompass context collapse, it is becoming increasingly difficult to draw a line between personal and professional facets of life. Higher education teachers, who contribute to social media, construct fluid, greatly changeable and intermingled identities. The current study aims to conceptualise the practices and roles that may guide these emerging identities using a theoretical vignette as a tool. The presented case can initiate the discussions on who we are and who we are becoming in the current realities and prompt questions about learning and teaching in the networked society.

    Read article: The Postdigital Panorama: Conceptualising Higher Education Teachers’ Intermingled Identities in Australasia

  • Decline of student engagement in online studies: Understanding the trend

    Celeste Tipple, Tanya Linden

    This research in progress examines student engagement in online synchronous learning sessions, focusing on trends from extended lockdowns during the COVID-19 pandemic to the present day within a higher education pathways subject. While our longitudinal data provides insights into declining student engagement trends, the reliance on chat messages within online synchronous sessions as the primary measure of engagement may only partially capture the multifaceted nature of student engagement. By re-examining the student engagement model by Kahu, we identified a possible direct link with student structural factors as influences on student engagement. As a result, we propose a model representation that further emphasises the interrelated influences of multiple dimensions of student engagement. The next phase of this study is to develop a broader range of engagement metrics, including direct feedback from students, which is expected to provide a better understanding of student engagement trends.

    Read article: Decline of student engagement in online studies: Understanding the trend

  • Evaluating an online assessment framework through the lens of Generative AI

    Amanda White, Elaine Huber

    Since the general public’s ability to access generative AI in November 2022, higher education faces significant challenges and opportunities. This paper examines how generative AI affects a framework for quality online assessment, which includes academic integrity, authenticity, equity of access, information integrity, quality feedback, and student experience. Drawing on feedback from survey respondents and focus group/interview participants from a range of stakeholder groups, the study provides qualitative insights on the impact of generative AI on assessment. Findings highlight both potential benefits, such as improved performance and efficiency, and challenges, including threats to academic integrity and equity of access. The paper explores the implications of generative AI and discusses the trade-offs educators and assessment designers face when designing assessments that must balance innovation and preparing students for the generative AI-enhanced workplace, with the need for integrity and fairness.

    Read article: Evaluating an online assessment framework through the lens of Generative AI

  • Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

    Guy William Bate, Andrew Eberhard

    This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

    Read article: Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

  • Exploring students’ perceptions and emotional responses to video and written feedback

    Mary Jesselyn Co, Andrea Fenton, Bruce Mitchell, Paul Murphy

    Effective feedback is crucial to foster student motivation, clarify expectations and promote self-reflection and accountability. Although evidence from research findings show that video feedback is effective, written feedback remains the dominant method used. This research uses a between-group design to examine students’ perceptions of video and written feedback and their emotion on the feedback. A sample of 389 first-year undergraduate management students participated in a survey evaluating feedback for relevance, clarity, and helpfulness. Overall, all students were positive about the feedback they received with those who received video feedback giving higher ratings on the three areas. Comparisons between recipients of video and written feedback on positive emotions yielded significant differences that were not present when comparing on negative emotions.

    Read article: Exploring students’ perceptions and emotional responses to video and written feedback

  • AI-Assisted Pedagogies: Enhancing Mathematical Literacy and Open-Ended Problem-Solving with ChatGPT

    Paul Trotter, Michelle Vanderburg, Robert Vanderburg

    This paper advocates using large language models (LLMs) to enhance students' open-ended mathematical problem-solving skills. The literature review reveals that using large language models (LLMs) in educational settings is an emerging field with limited research evidence. Much of the existing literature focuses on the perceptions of educators and other stakeholders and evaluations of LLM model accuracy rather than their potentially transformative impact on educational outcomes or personalised learning in mathematics. This paper reports on the ongoing development of a study to provide such evidence. It presents expected results derived from our preliminary development work, which suggests that teaching students to utilise LLMs like ChatGPT effectively can enhance their critical thinking and analytical skills in mathematical problem-solving. Initial observations and iterative refinements inform these anticipated outcomes during the pilot phase of our research.

    Read article: AI-Assisted Pedagogies: Enhancing Mathematical Literacy and Open-Ended Problem-Solving with ChatGPT

  • Women in Higher Education Leadership: Diversity as Strength in Times of AI

    Elaine Huber, Ratna Selvaratnam, Caroline Taylor

    The integration of Artificial Intelligence (AI) into the higher education landscape has caused upset to many long-held practices in the sector as educators question the future. The male-dominated leadership landscape in AI reflects broader gender disparities prevalent in STEM fields. This position paper investigates the challenges women face in academic leadership within the context of AI and proposes strategies to address these disparities. By examining reflective narratives from three women leaders in higher education, we identify themes of visibility, recognition, and inclusive leadership. Our findings highlight the importance of mentoring programs and collaborative leadership models to support women in AI leadership roles. We argue that diverse leadership not only fosters innovative solutions and equitable access but is also crucial for ethical AI development. Promoting diverse voices in AI leadership can drive meaningful change, ensuring AI technologies benefit a broader demographic and align with ethical standards. Future research should focus on strategies to enhance visibility and support for women leaders in AI, addressing both gender and cultural dynamics.

    Read article: Women in Higher Education Leadership: Diversity as Strength in Times of AI

  • Enhancing Automated Peer Code Reviews in Software Engineering Education with Context-Aware Generative AI

    Pruthvi Patel, Shannon Rios, Andrew Valentine, Eduardo Oliveira

    This study investigates the enhancement of peer code reviews in software engineering education through the integration of Generative Artificial Intelligence (GenAI) with contextual awareness. Previous implementations of GenAI, such as ChatGPT, lacked detailed context about the educational content and assessment goals, limiting their effectiveness. Our work-in-progress research addresses this gap by providing GenAI with additional static and dynamic contextual information, including project overviews, pull-request descriptions, and comments. In a controlled study involving 26 students from a 12-week software engineering course, we compared the efficacy of the original GenAI system with a context-enhanced version. Results demonstrated that the context-aware GenAI provided more accurate and useful feedback, as perceived by the students. These findings suggest that incorporating contextual information improves the quality of automated peer reviews, offering a promising tool for educators to enhance student learning and engagement in code review activities.

    Read article: Enhancing Automated Peer Code Reviews in Software Engineering Education with Context-Aware Generative AI

  • Navigating the terrain of academic publishing in educational technology

    Linda Corrin, Feifei Han, Henk Huijser

    The field of educational technology (EdTech) is characterised by innovation and emerging technologies which continually provide new opportunities to enhance learning environments. As the theme of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) 2024 conference suggests, the field explores emerging frontiers in learning spaces, pedagogies, and technologies and findings from this exploration should be made accessible to the community. Academic publishing is a key channel through which outcomes are disseminated to researchers and practitioners. Therefore, it is important to understand the current state of the publishing terrain opportunities can be embraced while also addressing the challenges that threaten the integrity and sustainability of EdTech publishing into the future. In this position paper the current opportunities and challenges relating to EdTech publishing are explored with reference to open data from journal ranking organisations, journal websites, and related literature. The aim is to examine how these issues, including scale, cost, peer review, generative AI, and the integrity of the publishing processes influence the perceived impact of EdTech journals. This discussion informs the identification of key questions that stakeholders in the field need to address to ensure a sustainable and impactful future for EdTech publishing.

    Read article: Navigating the terrain of academic publishing in educational technology

  • Upskilling academics for Gen AI: The role of third space workers

    Henk Huijser, Iain Doherty, Julie Willems

    The arrival of ChatGPT in late 2022 and the subsequent explosion of Gen AI tools and apps has had a significant disruptive effect in the higher education sector and has required a rapid response across the higher education sector. This response is needed at the institutional level of policy, as well as quality assurance. However, responses are also required at the level of learning design, with a particular focus on assessment. While the focus has largely been on implications for academic integrity and potential changes to assessment, this position paper explores the role of third space workers, such as learning designers, academic developers and educational leaders, in developing and updating the skills required of academics to stay current and to maintain and ensure education quality in the era of Gen AI. While responses to Covid-19 have shown the potential for rapid upskilling of academic staff, the emergence of Gen AI requires a more fundamental rethink of what and how we design for learning and assessment. The expertise of third space workers is crucial in this process.

    Read article: Upskilling academics for Gen AI: The role of third space workers

Showing 79–91 of 92 articles