2020: ASCILITE 2020 Conference Proceedings: ASCILITE's First Virtual Conference

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The 2020 ASCILITE annual conference was hosted by the University of New England, 30th November to 1st December.

Editors: S. Gregory, S. Warburton, and M. Parkes

Published: 2020-11-30

ASCILITE Conference - Full Papers

How do we value academic time?

Mark A Schier

12-19
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Rapid response to supporting learning and teaching: A whole of university approach

Chris Campbell, Simone Poulsen

26-35
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Writing analytics across essay tasks with different cognitive load demands

Eduardo Araujo Oliveira, Rianne Conijn, Paula De Barba, Kelly Trezise, Menno van Zaanen, Gregor Kennedy

60–70
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Promoting student engagement and preparation in flipped learning’s pre-class activities: A systematic review

Jessica Shan Mei Yang

125–133
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Bend me, stretch me: Connecting learning design to choice

Carmen Vallis, Courtney Shalavin

134–144
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Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19

Amanda Bellaby, Michael Sankey, Louis Albert

145–155
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Excellence in design for online business education

Annora Eyt-Dessus, Leonard Houx

156–167
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Next generation technology for learning practical skills online

Elise Crawford, Frank Bogna, Aldo Raineri, Ryan L. Kift

180–185
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Role of social interactions during digital game-based learning in Science Education: A systematic review

Pey-Yng Low

208–218
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Investigating the characteristics of MOOCs according to eight critical dimensions: A case study

Jennifer W.M. Lai, Matt Bower, Yvonne Breyer, John De Nobile

219–229
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Revisiting the intelligent book: Towards seamless intelligent content and continuously deployed courses

William Billingsley

230–240
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Dealing with Diversity: Factors discouraging participation of M?ori and Pacifica females in ICT education

Scott Morton, Petrea Redmond, Peter Albion

252–262
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Active learning in the time of the pandemic: Report from the eye of the storm

Iwona Czaplinski, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede, Christoph Schrank

263–272
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Investigating links between students’ agency experiences in digital educational interactions, participation and academic performance

Maria Hvid Stenalt

273–281
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A spectrum of assessments

Rina Shvartsman, Stephen Abblitt

328–337
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Modelling the impact of alternative educational qualifications on the New Zealand higher education system

Stephen Marshall

344–355
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ASCILITE Conference - Concise Papers

Supporting the transition to online teaching through evidence-based professional development

Darci Taylor, Joanne Elliott

1-6
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Immersive professional learning to foster technology- enabled peer-review

Gayani Samarawickrema, Olga Gavrilenko

7-11
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Strategies for improving use of text-matching software by staff

Miriam Sullivan, Miela Kolomaznik

20-25
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Understanding Learning Analytics Indicators for Predicting Study Success

Dirk Ifenthaler, Jane Yau

36-41
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Content analytics for curriculum review: A learning analytics use case for exploration of learner context

Leah P. Macfadyen

42–47
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Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item?

Kelly Linden, Neil Van Der Ploeg, Ben Hicks, Prue Gonzalez

48–53
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Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students

Neil Van Der Ploeg, Kelly Linden, Ben Hicks, Prue Gonzalez

54–59
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Making engaging online videos: What can higher education teachers learn from YouTubers?

Neil Cowie, Keiko Sakui

71–77
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Process not product: Negotiating innovative interdisciplinary honours outcomes

Grant Ellmers, Chris Moore

78–83
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A collaborative design model to support hybrid learning environments during COVID-19

Thomas Cochrane, James Birt, Neil Cowie, Chris Deneen, Paul Goldacre, Vickel Narayan, Lisa Ransom, David Sinfield, Tom Worthington

84–89
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Maybe it's us: Imagining Organisational Learning Design

Sarah Thorneycroft

90–94
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Three arrows models in the developing of new digital learning experiences

Pablo Riveros, Mika Tamura, Jin Tanaka

95–100
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Should we care about what the students do? Challenging how we design for online learning

Bettina Schwenger

101–105
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The value of design patterns in designing teaching in online settings

Steven Warburton, Mark Perry

106–111
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Reimagining Information Literacy teaching and learning during the COVID-19 pandemic: Research and evidence- based practice skills training redesigned for online delivery

Fiona Jones, Abigail Baker, Raymond A’Court, Jo Hardy

112–118
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Learning from a rapid transition to remote emergency teaching: Developing a typology of online business education designs

Elaine Huber, Celina McEwen, Peter Bryant, Matthew Taylor, Natasha Arthars, Henry Boateng

119–124
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An interactive virtual reality physics instructional environment based on Vygotskian Educational Theory

Michael Cowling, Robert Vanderburg

168–173
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A mobile ecology of resources for COVID-19 learning

Vickel Narayan, Thomas Cochrane, Neil Cowie, Meredith Hinze, James Birt, Chris Deneen, Paul Goldacre, Lisa Ransom, David Sinfield, Tom Worthington

174–179
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Applications for virtual reality experiences in tertiary education

Ghaith Zakaria, Sonia Wilkie

186–193
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Creating a digital learning ecosystem to facilitate authentic place-based learning and international collaboration – a coastal case study

Elisa Bone, Richard Greenfield, Gray Williams, Bayden Russell

194–200
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The post-pandemic blended university in the time of digitisation

Philip Uys, Mike Douse

201–207
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Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough

David Kwok

241–245
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Emergency responses to teaching, assessment and student support during the COVID-19 pandemic

Alison Reedy, Kalie Carmichael, Oriel Kelly

246–251
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The benefits of creating open educational resources as assessment in an online education course

Eseta Tualaulelei

282–288
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(e)Portfolio: A history

Orna Farrell

289–294
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Assessing esport candidacy for critical thinking education

Ger Post, James Birt

295–300
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Collaborative approach and lessons learnt from transitioning to remotely invigilated online examinations

Vinh Tran, Justin Chu, Jasmine Cheng

301–305
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Development of a rubric to assess student participation in an online discussion board

Elizabeth Ware

306–311
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Online Supervised Exams: Entering the 4th Year at UNE

Jennifer Lawrence, Kylie Day

312–317
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Transforming assessment – Critical reflections around resolving tensions between assessment for learning and of learning

Sabina Cerimagic, Priya Khanna

318–321
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Enhancing feedback with FeedbackFruits: Scaling for transformative implementation

Chris Campbell, Lenka Borer, Sheila McCarthy

322–327
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Learning from COVID-19 to futureproof assessment in Business Education

Sandra Barker, Harsh Suri, Brent Gregory, Audrea Warner, Amanda White, Vivek Venkiteswaran, Una Lightfoot

338–343
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