2022: ASCILITE 2022 Conference Companion Materials

This symposium will explore the opportunities, function and context of professional standards, competencies and frameworks that apply to Learning Designer roles in Higher Education. We seek to sharpen the focus and remove some ambiguity

This symposium will explore the opportunities, function and context of professional standards, competencies and frameworks that apply to Learning Designer roles in Higher Education. We seek to sharpen the focus and remove some ambiguity around Learning Designer roles. In the symposium, participants will consider the challenges, barriers, as well as the opportunities that professional standards for learning designers may afford, through examining the role from a professional identity lens. The symposium is designed to be an active forum where participants will discuss and contemplate what an Australian standard for Learning Designers may look like.

This symposium will explore themes that are related to the Australasian Journal of Educational Technology’s special edition on “Achieving lasting education in the new digital learning world”. The session will feature discussions between a

This symposium will explore themes that are related to the Australasian Journal of Educational Technology’s special edition on “Achieving lasting education in the new digital learning world”. The session will feature discussions between a range of online education experts on a range of big online education and broad education related questions. These questions will focus on how online education can be more than an education mode, and how it can strategically achieve real and lasting educational and community connection value. Possibilities for achieving this objective include fully connecting the campus of the future, whether online, physical or both, with the community of the future. The session will provide an opportunity for its attendants to contribute to the expert panellist led discussions and to provide valuable answers, as well as valuable questions.

The proposed workshop will demonstrate how to transform learning content into an engaging online experience turning students from passive to active participants (Bryant & Britton, 2021). COVID-19 has engendered a paradigm shift that has

The proposed workshop will demonstrate how to transform learning content into an engaging online experience turning students from passive to active participants (Bryant & Britton, 2021). COVID-19 has engendered a paradigm shift that has highlighted the necessity of asynchronous learning. Through practice, feedback and ongoing shared reflection the facilitators have developed a cohesive learning design approach. This workshop will break this process down using activities that can be applied in participants’ everyday practice. This approach is adaptable for both qualitative and quantitative subjects, across a range of disciplines. This learning design approach is built on the following precepts: student-centered learning strategic use of time and resources sustainability for future delivery scalability for large cohorts. Working within these parameters, participants will explore ways to deliver content that allows students to interact and engage in different ways to aid their overall learning journey. The facilitators will showcase this innovative approach to engagement through the use of asynchronous interventions involving, collaboration, feedback and self-assessment. Participants will then be challenged to creatively align interactive learning tools through storyboarding techniques (Readman, Maker & Davine, 2021). The facilitators have delivered similar workshops previously to wide-ranging groups of participants from different disciplines, with different levels of experience.

The rapid shift to online and blended modes during the COVID-19 pandemic era resulted in the adoption of digital tools and the development of online resources at an unprecedented scale. However, limitations in time, resources, and learning

The rapid shift to online and blended modes during the COVID-19 pandemic era resulted in the adoption of digital tools and the development of online resources at an unprecedented scale. However, limitations in time, resources, and learning design or online education experience meant that resources developed were not always fit for purpose or constructively aligned. After designing online modules with teaching staff and students over the past several years, we identified a gap in the knowledge of pedagogical and design principles as they apply to e-learning. This workshop will bridge this gap by providing a step-by-step guide for developing effective e-learning courses. We will explore key considerations and practical strategies and share best practice examples from our own projects. Participants will practice these skills in hands-on activities while storyboarding and designing their own e-learning resource. The workshop is aimed at tertiary educators and developers new to e-learning and those with some experience who wish to upskill in this area.

Relationships matter - those interactions that connect students with each other, teachers and broader communities for the purpose of learning, being and becoming. Technology plays a key role along with modality, curriculum, pedagogy

Relationships matter - those interactions that connect students with each other, teachers and broader communities for the purpose of learning, being and becoming. Technology plays a key role along with modality, curriculum, pedagogy, feedback and assessment. Tertiary educators capacity to configure all these elements is essential for relationship-rich education. In addition, values come into focus and shape everyday choices that teaching staff make regarding technology and teaching. Kelly and Peter will draw on student voice and partnership literatures, a bit of networked learning scholarship, and their practical teaching experiences to co-facilitate this workshop exploring relationship-rich educational practices. Participants with varying levels of confidence and expertise, differing disciplines, and a range of institutional roles will enrich the workshop experience for all involved. Participants are asked to bring a laptop or smart device to the workshop. The workshop will be open to 50 people attending the conference on-site.

The Activity-Centred Analysis and Design framework has been used to analyse and design a broad range of complex learning situations in universities, schools, museums, and informal settings. This workshop is an invitation to practically

The Activity-Centred Analysis and Design framework has been used to analyse and design a broad range of complex learning situations in universities, schools, museums, and informal settings. This workshop is an invitation to practically engage in innovative educational design, considering how an assemblage of elements – learning tasks, digital and material resources, and people – can be brought together to support productive learning activity. Participants will discuss the application of pedagogical concepts using a set of cards that were specifically created to prompt conversations about design for learning. Working in groups, participants will consider how their design choices align across scale levels, accommodate socio-cultural and socio-material approaches to learning, and support connection, collaboration and choice across diverse cohorts. The face-to-face half-day workshop will introduce participants to core ideas of the ACAD framework and wireframe, and a series of hands-on design challenges.

Design patterns make hidden knowledge explicit and shareable. They are a tool to reflect on and communicate practical educational strategies for solving recurring problems. In this workshop we will explore and share educational design

Design patterns make hidden knowledge explicit and shareable. They are a tool to reflect on and communicate practical educational strategies for solving recurring problems. In this workshop we will explore and share educational design patterns for connected learning at scale that use educational technology to help students build connections with educators, peers and purpose. Participants will engage in object-based learning at the Chau Chak Wing Museum to consider and reflect on the nature of patterns and discuss how patterns are present in their educational work. After collectively identifying educational challenges related to ‘problems of scale’ in teaching and learning practice, we will use a design pattern template to discuss and capture potential technology-enabled solutions to challenges relevant to individual participants’ contexts. To support this process, existing design patterns from the University of Sydney Business School’s Connected Learning at Scale Project (CLaS) will be shared and discussed, with participant feedback contributing to the further shaping and improvement of these ‘live’ patterns.