2024: ASCILITE 2024 Conference Companion Materials

This panel focuses on the second theme of the conference, that is TEL Pedagogies: What can we learn from examples of success and failure in designing with and implementing old and new pedagogies enabled by technology? It explores Online

This panel focuses on the second theme of the conference, that is TEL Pedagogies: What can we learn from examples of success and failure in designing with and implementing old and new pedagogies enabled by technology? It explores Online Program Management companies' (OPMs) role in higher education partnerships to design and deliver spaces for online learning. Utilizing key theoretical frameworks such as Resource-Based View (Barney,1991; Kero & Bogale, 2023; Prahalad & Hamel, 1990; Wernerfelt, 1984) and Holon IQ’s Higher Education Digital Capability Framework (2020), the panel empowers universities to identify strengths, gaps, and strategic opportunities for collaboration. Barney (1991) suggests that by posing inquiries related to value, rarity, imitability, and organisation (VRIO), insights regarding competitive advantages, sustainability, and capability gaps can emerge, facilitating strategic decision?making. In the context of OPMs and university clients, VRIO offers a framework to comprehend the competitive advantage and sustainability of educational partnerships. Through discussion and debate the panel aims to challenge sociocultural norms, address challenges in transitioning to online formats, and propose effective partnership strategies.

This panel will explore different dimensions of AI and inequality as it pertains to teaching and learning in higher education. It will ask what injustices AI will bring to HE, and how these can be addressed. It will also consider how AI

This panel will explore different dimensions of AI and inequality as it pertains to teaching and learning in higher education. It will ask what injustices AI will bring to HE, and how these can be addressed. It will also consider how AI itself can be used to help resolve existing inequalities in HE.

Feedback literacy has been identified as a key capability to promote in higher education, such that individuals can make the most of the imperfect feedback situations they find themselves in, both within their studies and the world beyond

Feedback literacy has been identified as a key capability to promote in higher education, such that individuals can make the most of the imperfect feedback situations they find themselves in, both within their studies and the world beyond – work and life inclusive, and increasingly digital. Recent attention has turned to interventions that can improve student feedback literacy. These have largely been context-specific and focused on particular feedback opportunities that have been created within a unit or module of study. However, the enacted components of feedback literacy as established by Dawson et al (2024) are relatively generic, and so it may be possible to support the development of students’ feedback literacy more generally. This symposium will welcome debate on the level of tailoring of feedback literacy interventions, and offer insights into interventions which may improve students’ feedback literacy regardless of context, building on psychological theories of health behaviour change.

Design-Based Research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. This panel discussion will explore four examples of

Design-Based Research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. This panel discussion will explore four examples of implementing DBR in various higher education contexts and draw participants into a discussion of how they might apply DBR to address identified pedagogical problems or innovations in their own contexts. Why DBR? This panel discussion is a focal point for exploring how design-based research (DBR) in higher education in 2024, can address pedagogical problems brought about by the global pandemic and the explosion of generative artificial intelligence use in assessment and learning (For examples). In a period of continuous disruption in higher education, flexible and ethical research strategies that embrace unexpected influences in teaching and learning is paramount (Cochrane et al., 2023), leading to a new generation of educational researchers embracing DBR. Furthermore, practical examples demonstrating students as partners in curriculum design to inform ‘what works’ in practice are essential for researchers to gain confidence in adopting research-teaching-practice methods of inquiry (Bakker, 2018; Cochrane & Munn, 2020). Understanding how the processes and outputs of DBR can meet these needs is crucial to alleviating both business and educational tensions about timing, funding, resources, and workload planning (Cochrane, 2022; McKenney & Reeves, 2019; Reeves & Lin, 2020). At the core of DBR is the opportunity to explore pedagogical problems or innovation through four phases: problem analysis, develop solutions to the identified problem, explore and evaluate the impact of the design in iterative interventions in real learning situations, leading to the development of transferable design principles and theory building (McKenney & Reeves, 2019) Various research methods can be applied to progressively ask participant perspectives, including students, teachers and learning designers, on appropriate approaches or technologies to solve an identified problem (McKenney & Reeves, 2019). The intended outcome of this panel discussion is to collaborate with participants in implementing DBR in higher education in response to specific pedagogical problems identified by the participants. Beginning with a brief background to DBR followed by four examples to stimulate discussion on its application in broader contexts to address identified problems in curriculum design. Relevance to Higher Education The relevance of debating the role of design-based research in higher education in 2024 is to stimulate discussion for how this pragmatic research approach informs ‘what works’ in situated learning contexts to develop cutting edge design principles and theory that can be transferrable (Galvin & Cochrane, 2023). The methodological framework of DBR invites students, teachers, and learning designers to collaborate from the conception of a design artefact or educational approach to solve a learning problem through to iterative stages of delivery. Following a new normal in higher education where change is inevitable, and fast-paced, research design that does not shy away from the progressive and ‘messy’ elements of educational settings to improve real time learning is essential. Finding a balance between naturalistic and interventionist research methods to explore this complexity is a way forward that DBR can provide. It is acknowledged that greater understanding for the value of DBR and how to plan practical stages with multiple participants is needed for teachers, researchers, and leaders in higher education to confidently adopt this approach (Haagen-Schützenhöfer et al., 2024). Opening discussion with peers models the collaborative ethos of DBR and opens potential connections and networking avenues to establish and generate knowledge for DBR in higher education. The Panel Members The panel will be comprised of project leaders from four DBR projects: Clinical reasoning development, interdisciplinary engineering education, biomechanics, performance anxiety. These projects were introduced in a concise paper for the ASCILITE 2023 conference (Cochrane et al., 2023) and the authors are in the process of collaborating on a full journal article analysing these DBR projects (Cochrane et al., 2024) that should be published in time for the ASCILITE 2024 conference. References Bakker, A. (2018). Design research in education: A practical guide for early career researchers (1st ed.). Routledge. https://doi.org/10.4324/9780203701010 Cochrane, T. (2022). A Design-Based Research Framework to Guide Curriculum Design. University of Melbourne. https://doi.org/10.26188/61efc1d462de2 Cochrane, T., Galvin, K., Buskes, G., Lam, L., Rajagopal, V., Glasser, S., Osborne, M. S., Loveridge, B., Davey, C., John, S., Townsin, L., & Moss, T. (2023). Design-Based Research: Enhancing pedagogical design. In T. Cochrane, V. Narayan, E. Bone, C. Deneen, R. Vanderburg, K. MacCallum, & C. Brown (Eds.), ASCILITE 2023: People, partnerships and pedagogies (pp. 351-356). ASCILITE. https://doi.org/10.14742/apubs.2023.489 Cochrane, T., Galvin, K., Buskes, G., Lam, L., Rajagopal, V., Glasser, S., Osborne, M. S., Loveridge, B., Davey, C., John, S., Townsin, L., & Moss, T. (2024). Design-Based Research in Higher Education: Evolution and examples. Studies in Higher Education, In preparation. Cochrane, T., & Munn, J. (2020). Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies. Pacific Journal of Technology Enhanced Learning (PJTEL), 2(2), 1-14. https://doi.org/10.24135/pjtel.v2i2.58 Galvin, K., & Cochrane, T. (2023). Design-based Research: An ethical framework to address pedagogical problems and innovation[Poster]. AARE2023, University of Melbourne. https://doi.org/10.26188/24514738.v1 Haagen-Schützenhöfer, C., Obczovsky, M., & Kislinger, P. (2024). Design-based research–Tension between practical relevance and knowledge generation–What can we learn from projects? EURASIA Journal of Mathematics, Science and Technology Education, 20(1), em2378. https://doi.org/10.29333/ejmste/13928 McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642 Reeves, T. C., & Lin, L. (2020). The research we have is not the research we need. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09811-3

Generative artificial intelligence (GenAI) has taken higher education by storm since late 2022 and offered new opportunities and challenges for educators and learners alike. Yet dominant literature to date has emphasised the challenges of

Generative artificial intelligence (GenAI) has taken higher education by storm since late 2022 and offered new opportunities and challenges for educators and learners alike. Yet dominant literature to date has emphasised the challenges of assessing effectively in a post-plagiarism and post-truth era, and the new technological affordances offered. Yet, the costs of generative artificial intelligence stemming beyond academic integrity breaches and student cheating are not well understood. In this panel, we discuss the emerging trends of Generative AI that extend beyond student learning but are nested inside the learning environment - from the emergence of AI-generated content to the side effects of extended use of AI on relationship formation, student social skill development, and social anxiety. We will in particular explore how this is occurring in the high school context and its subsequent applicability to university learners’ loneliness, isolation, and wellbeing. The panel offers a thought-provoking discussion with three academics in three different disciplines and universities, and a student partner with experience in AI usage.

How have universities responded to the impacts of Generative AI on the education sector? This panel session aims to provide an informative reflection of how four universities have navigated the generative AI response through innovation

How have universities responded to the impacts of Generative AI on the education sector? This panel session aims to provide an informative reflection of how four universities have navigated the generative AI response through innovation, ethics and regulation. By sharing their unique perspectives and strategies they will discuss and debate the importance of a multi-faceted approach to GenAI in higher education. The session will conclude with audience engagement through a Q&A on best practices, potential synergies, and future directions for integrating generative AI responsibly and effectively within academic contexts.

In this panel, we share insights from LSE100 (London School of Economics) and Leading in a Post-Crisis World (University of Sydney Business School). These multidisciplinary programs engage students in collaborative problem-solving across

In this panel, we share insights from LSE100 (London School of Economics) and Leading in a Post-Crisis World (University of Sydney Business School). These multidisciplinary programs engage students in collaborative problem-solving across diverse backgrounds and skill sets. Our challenge lies in integrating these varied perspectives into a cohesive classroom experience. To address this, we employ digitally enhanced practices, including media-rich course materials and a flipped lecture structure. These approaches connect students across disciplines, allowing them to select content relevant to their learning goals. Additionally, we explore video and digital storytelling as assessment tools, fostering student confidence in emerging technologies. Attendees will witness embedded video technology examples and receive basic training for digital storytelling using accessible tools like smartphones. We argue that these tools can be used by a variety of educators and will demonstrate easy ways to bring them into a program of study.

Educators have come to rely on the use of technology enhanced learning pedagogies as a means of achieving better student learning. As such, the application of TEL pedagogies has grown to address a range of teaching and learning challenges

Educators have come to rely on the use of technology enhanced learning pedagogies as a means of achieving better student learning. As such, the application of TEL pedagogies has grown to address a range of teaching and learning challenges, despite a mixed body of evidence documenting its effectiveness. A behaviour-centred approach can improve the likelihood of effectiveness of such pedagogies by targeting the design of TEL to the specific behaviours educators want to see their students perform during learning. This approach takes into careful consideration the nature of the challenge that TEL is destined to address, the specific preferences, motivations and needs of students, the method of implementation, as well as the measurement of impact. In this workshop, we offer a range of practical and theoretical tools drawn from the behavioural sciences and encapsulated in an evidence-informed framework of behaviour change–the BehaviourWorks Australia Method–to demonstrate that the efficacy of TEL pedagogies can be optimised via a rigorous process. The Method has been tried and tested across hundreds of industry projects, and can be applied equally as effectively in the context of education, with the purpose of successfully designing and implementing new or existing technology enhanced learning pedagogies.

The field of educational technology is full of interesting and innovative new ideas and research. However, sometimes the impact of this work is limited by the way it is presented to the community. Presenting educational technology research

The field of educational technology is full of interesting and innovative new ideas and research. However, sometimes the impact of this work is limited by the way it is presented to the community. Presenting educational technology research and practice to what is usually an interdisciplinary audience that can incorporate people in many different roles is challenging, and opportunities to receive feedback on the best ways to communicate this work are not always readily available. The aim of this half-day, face-to-face workshop is to expose participants (both researchers and practitioners) to effective strategies for the design and delivery of presentations that increase engagement with and impact of their work. In this interactive session participants will have the opportunity to workshop their own presentations reconsidering structure, visual aids, interactivity, and delivery. Facilitated by a workshop team with many years of experience presenting educational technology research and practice across a range of interdisciplinary conferences and professional learning venues (plus some theatrical experience), and drawing on key literature on effective presentation design and delivery, this workshop will be a safe space for participants to explore different and creative ideas to deliver the outcomes of their work in memorable and impactful ways.