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

The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of

The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.

One university responded rapidly to the changing landscape of higher education to support staff during this time. There are seven support mechanisms that have been put into place across the university to assist staff. Results show data

One university responded rapidly to the changing landscape of higher education to support staff during this time. There are seven support mechanisms that have been put into place across the university to assist staff. Results show data that reports on these mechanisms and that they are seemingly successful, except for the Support Line which has since been reconfigured to still provide support for the small number accessing it. The results also show that a rapid response, if targeted, is able to provide just in time support and training to staff when moving rapidly online. Through the use of the online engagement framework it can be seen that by supporting staff through the seven mechanisms, staff are in a better place to ensure that students are engaged while learning online.

Essay tasks are a widely used form of assessment in higher education. Writing analytics can assist with challenges related to using essay tasks at scale and to identifying different issues in academic integrity. In this paper, we combined

Essay tasks are a widely used form of assessment in higher education. Writing analytics can assist with challenges related to using essay tasks at scale and to identifying different issues in academic integrity. In this paper, we combined two techniques to investigate how students’ writing analytics varied across essay tasks with different cognitive load, considering both their typing behavior (i.e., writing process) and writing style (i.e., writing product). We also examined their relationship across these essay tasks. Findings showed that writing processes change across tasks with different cognitive load: when cognitive load increases, the interword intervals (indicator of planning and/or reviewing processes) increased, the burst length (indicator of translation processes) decreased, and the number of revisions per minute (indicator of reviewing processes) decreased. In contrast to the relation between the writing process and cognitive load, the relation between the writing product and cognitive load was found less clear. The results showed small and mixed effects of the tasks differing in cognitive load on the different writing product metrics. Hence, although the writing product follows from the writing process, the relation between cognitive load and the writing product and process appears to be less straightforward.

Flipped learning is an instructional model with core features of pre-class learning followed by in- class practice of knowledge through active and collaborative learning. However, non-compliance with pre-class activities is a commonly

Flipped learning is an instructional model with core features of pre-class learning followed by in- class practice of knowledge through active and collaborative learning. However, non-compliance with pre-class activities is a commonly cited challenge in flipped learning, where a lack of student engagement leads to insufficient pre-class preparation, diminishing flipped learning’s intended benefits significantly as the students will then not participate well in the in-class activities. It lends consideration to the potential obstacles and solutions in increasing students’ engagement in pre-class learning, paving the way to pre-class learning compliance to achieve the full potential of flipped learning in improving students’ learning outcomes. This study uses systematic literature review with qualitative content analysis to identify three main areas, namely technological, pedagogical, and student perceptions, to instil optimal conditions to promote pre- class engagement and preparation.

Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced

Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.

With the advent of COVID-19, the majority of universities in Australasia have had to adjust quickly to provide the bulk of their learning and teaching activities online. To a great extent this involved learning/educational designers (and

With the advent of COVID-19, the majority of universities in Australasia have had to adjust quickly to provide the bulk of their learning and teaching activities online. To a great extent this involved learning/educational designers (and titles similar to this) needing to provide a range of tasks (some new) associated with supporting many teaching staff unfamiliar with teaching online. In some cases, this has meant a change in role, while for others it was transitioning to new and higher levels of responsibility. Regardless, the emotional impact of this should not be understated, or at least should understood. This paper explores these concepts based on the feedback from 90 educational designers, mainly from the Australasian higher education sector. It presents details of the results of a semi-structured qualitative study of those working in the field of educational design at universities. These designers were asked to consider how COVID-19 has impacted the ways in which they undertook their work, the types of issues they are dealing with, and the solutions they were proposing and contributing. Their accounts document the changing nature of their roles and their emotions in the face of potentially unalterable changes.

The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was

The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.

This paper presents a rationale and research approach for a pilot study that examines next generation solutions for enhancing online learning of practical skills required of Occupational Health and Safety (OHS) university students. The

This paper presents a rationale and research approach for a pilot study that examines next generation solutions for enhancing online learning of practical skills required of Occupational Health and Safety (OHS) university students. The study explores instructional technology that has been designed through a constructivist lens. Open source interactive capability and immersive experiences are created using static and 360-degree panoramic photography to encourage greater engagement with the learning resources and to enhance practical skill development at distance. This design research pilot is founded on pedagogy before technology principles and follows the pedagogical model of the cognitive apprenticeship. Survey data, and learning analytics from the University Learning Management System will be interrogated to appraise the education outcomes using the Kirkpatrick Training Evaluation Framework. Expected benefits include improved engagement with learning resources, improved overall OHS skill development, and greater accessibility to workplaces without personal concerns for health and safety.

Digital games have been used for teaching science subjects; however, merely playing games does not guarantee that learning will take place. Educators need to scaffold the gameplay experience and integrate other instructional methods into

Digital games have been used for teaching science subjects; however, merely playing games does not guarantee that learning will take place. Educators need to scaffold the gameplay experience and integrate other instructional methods into the process to enhance and ensure learning. Social constructivism is one such approach. Although there are a number of studies on game-based learning, they focus more on the effectiveness of learning or the classification of learning outcomes rather than the mode of social interactions in game-based learning. A systematic review was carried out to identify the different modes of social interactions and their impact on digital game-based learning in science education. Five modes of social interactions were identified; face-to-face conversation between students, group discussion, online/virtual collaboration, teacher-facilitated classroom discussion and answering of questions by teachers. Social interactions enhanced learning through collaborative sense making, promoting learner motivation, enabling scientific reasoning and providing instructional support. These form a basis for educators to design productive social interactions for digital game-based learning in science education.

Massive Open Online Courses (MOOCs) have been a popular trend in the online learning landscape. However, MOOC learners have expressed their dissatisfaction with the courses or problems with course management. To develop a widely accepted

Massive Open Online Courses (MOOCs) have been a popular trend in the online learning landscape. However, MOOC learners have expressed their dissatisfaction with the courses or problems with course management. To develop a widely accepted MOOC, the main aim of this study is to investigate the characteristics of MOOCs by using eight themes: learning outcomes, affective elements, behaviours, design, technology elements, pedagogy, presence and institutional environment. Using the case study approach, we explored the practices of four MOOCs in an Excel specialisation by using student unsolicited feedback, the literature and the analysis of the MOOCs by researchers. We analysed the learners’ posts on the official forums with auto-code sentiment and text search functions in Nvivo 12 Plus. The results of this study showed that high-rated MOOCs had approximately 74.7% of positive sentiments on discussion forums, with 1.2% negative and 24.1% neutral. The results indicated that MOOCs helped learners improve their level of knowledge in the subject area. Teachers/instructors also play a very significant role, and they have to provide clear explanations in different concepts. To conclude, this study intends to offer guidelines to researchers, educators, and MOOC designers to create successful MOOCs by focusing on the eight dimensions.

In the early 2000s, colleagues and I developed The Intelligent Book – a suite of technologies for adaptive materials, that let students work with smart graphical exercises as if the AI was their partner rather than their marker. We

In the early 2000s, colleagues and I developed The Intelligent Book – a suite of technologies for adaptive materials, that let students work with smart graphical exercises as if the AI was their partner rather than their marker. We envisaged a future where online content would be brimming with interactive models, lettings students explore and tinker with problems alongside AI that would guide students in their thinking. The browsers of the day were technically limited, but since then, the technological landscape of the web has transformed. Meanwhile, online education (especially during the Covid-19 pandemic) has grown the need for interactive materials that “understand what they teach” and can make explanations explorable and “proddable”. In online education, physical group activities (e.g., programming robots) are not available to us, and we see a growing need for digital experiences and models to replace the responsiveness that comes from tangible interaction with a device or experiment. Over the last two years, I have begun revisiting the ideas of the Intelligent Book for the modern technology landscape. This paper gives an early overview of the project, working once again towards infrastructure for self-publishable courses that can be full to overflowing with proddable and explorable models.

The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Ma?ori and Pacifica, entering into ICT study and pursuing ICT

The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Ma?ori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Ma?ori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Ma?ori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Ma?ori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Ma?ori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Ma?ori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.

This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to

This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to self-regulation and self-direction. The data collected through mixed research methods provided evidence of students’ flexible adjustment to the exceptional circumstances. However, the data also revealed a relatively limited range of learning strategies reported by respondents. Thus, this paper identifies an important need for further investigation of students’ practices to enhance their awareness of learning strategies, as a way of becoming active learners. Finally, the study also made salient the need for teacher training in effective teaching strategies, as a complementary strategy to promote students’ active learning. The conclusions from the study reach beyond the current circumstances, as they suggest implications for learning design in terms of educators’ training and designing for active learning.

Despite promises of student agency in digital education, student agency is mostly assumed and less researched. This paper provides a way to understand the role of agency in digital interactions, and it explores how students’ agency

Despite promises of student agency in digital education, student agency is mostly assumed and less researched. This paper provides a way to understand the role of agency in digital interactions, and it explores how students’ agency experiences link to student participation and academic performance. In the study, data were collected from nine Danish university students. Students’ agency experiences were identified and interpreted using the Adapted Participation Gestalt Framework. Student participation was collected using data from a digital system used for the educational interactions. Students’ academic performance was measured using students’ self- reported grades. The study makes two key contributions: it identifies the participation gestalt of the interaction in question and maps developments in students’ experiences of agency constituting the gestalt; and second, it suggests that students’ agency in interactions is associated with grades and participation patterns. Finally, the paper discusses how the findings inform future research.

Different methods of assessment are used to measure learning outcomes in different academic disciplines. Many learning designers, despite being predisposed to certain assessment methods as they draw on their own specific academic

Different methods of assessment are used to measure learning outcomes in different academic disciplines. Many learning designers, despite being predisposed to certain assessment methods as they draw on their own specific academic background, work with a broad range of academic disciplines. This can result in difficulties advising academics from a discipline with which they are less familiar on best-practice teaching, learning, and assessment. This paper offers a tool for learning designers and subject matter experts to use when working together to design assessments in various academic courses, based on the characteristics of subject matter within the relevant disciplines. Specifically, we map a set of disciplines and a set of assessment methods on two axes: Pure vs. Applied and Hard vs. Soft (PAHS). For the set of disciplines, we can justify our choice of map locations based on attributes required by relevant accreditation organisations. The scattering of the assessment methods on the map is based on a proposed taxonomy of assessment design and common practice as observed by the authors. Learning designers are encouraged to refer to this paper as a guide when designing assessments for courses outside their knowledge domain.

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings. The NetLogo environment has been used to implement a simulation of the New Zealand higher education system, using historical data to calibrate model settings to mirror those of the real-world system. This simulation is used to explore how the introduction of an alternative qualification and education paradigm might disrupt established patterns of education and employment.

Professional development (PD) is essential to support teachers to transition to online teaching, yet there are few evidence-based guidelines to assist those designing PD to determine both its content and structure. This paper provides an

Professional development (PD) is essential to support teachers to transition to online teaching, yet there are few evidence-based guidelines to assist those designing PD to determine both its content and structure. This paper provides an example of the design of an evidence-based PD resource that drew on Kilgour et al.’s (2019) threshold concepts, Northcote et al.’s (2019) pedagogical guidelines for PD and various institutional inputs as a form of evidence. By combining these sets of evidence, the resource was designed to support teachers to develop skills for online teaching that was both evidence-based, and tailored to the educational context and needs of staff. The paper adds to the literature by providing those developing PD with an example of how institutional inputs can be combined with scholarly research to develop an evidence-based PD program that was readily adaptable to support staff teaching online during the COVID-19 pandemic.

This paper reports on a professional learning exercise designed to help academic staff gain pedagogical and technological confidence to successfully integrate peer-review practices and a feedback tool into their teaching practice. The

This paper reports on a professional learning exercise designed to help academic staff gain pedagogical and technological confidence to successfully integrate peer-review practices and a feedback tool into their teaching practice. The study focuses on an immersive professional learning experience in higher education, embedded as a formative assessment task within a unit in the university’s Graduate Certificate in Tertiary Education (GCTE), a nationally recognised qualification. Taking a descriptive case-study approach, we report on academic participants’ professional learning experience as they undertook the unit, specifically the potentials of FeedbackFruits from a learner perspective, and how participants gained pedagogical and technological confidence through engagement in the task. The findings highlight how professional learning can be embedded for successful outcomes and the importance of providing professional learning in a safe environment allowing participants to consider both pedagogical practices and relevant learning technologies in context so that technology adoption occurs purposefully and with confidence.

Universities are increasingly requiring the use of text-matching software (e.g., Turnitin, Urkund) for assessment. Even so, teaching staff may be resistant to using new technology for a variety of reasons. This study aimed to determine

Universities are increasingly requiring the use of text-matching software (e.g., Turnitin, Urkund) for assessment. Even so, teaching staff may be resistant to using new technology for a variety of reasons. This study aimed to determine specific strategies and recommendations for improving uptake and correct usage of text-matching software at universities by gathering the experiences of training staff who have combatted resistance to new technologies. Two focus groups with 22 participants across five universities used a modified version of the Delphi method to come to consensus on their top five recommended strategies, which included: offering “out of the box” materials, using evidence, fostering champions, providing training and support to teaching staff, ensuring consistent messaging, building relationships, and offering student-facing support. These strategies may help university trainers improve the adoption of text-matching software, though more research is needed to determine the relative effectiveness of different strategies. developing digital fluency

Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and

Common factors, which are related to study success include students’ sociodemographic factors, cognitive capacity, or prior academic performance, and individual attributes as well as course related factors such as active learning and attention or environmental factors related to supportive academic and social embeddedness. The aim of this research is to gain a deeper understanding of not only if learning analytics can support study success, but which aspects of a learner’s learning journey can benefit from the utilisation of learning analytics. We, therefore, examined different learning analytics indicators to show which aspect of the learning journey they were successfully supporting. Key indicators may include GPA, learning history, and clickstream data. Depending on the type of higher education institution, and the mode of education (face-to-face and/or distance), the chosen indicators may be different due to them having different importance in predicting the learning out-comes and study success.

Curriculum analysis is a core component of curriculum renewal. Traditional approaches to curriculum analysis are manual, slow and subjective, but some studies have suggested that text analysis might usefully be employed for exploration of

Curriculum analysis is a core component of curriculum renewal. Traditional approaches to curriculum analysis are manual, slow and subjective, but some studies have suggested that text analysis might usefully be employed for exploration of curriculum. This concise paper outlines a pilot use case of content analytics to support curriculum review and analysis. I have co-opted Quantext – a relatively user-friendly text analysis tool designed to help educators explore student writing – for analysis of the text content of the 17 courses in our online master’s program. Quantext computed descriptive metrics and readability indices for each course and identified top keywords and ngrams per course. Compilation and comparison of these revealed frequent curricular topics and networks of thematic relationships between courses, in ways that both individual educators and curriculum committees can interpret and use for decision-making. Future Quantext features will allow even more sophisticated identification of curricular gaps and redundancies.

Established first year design principles highlight the need to provide early response systems for students who appear to be disengaging with targeted communication regarding available support services. One thousand, one hundred and s

Established first year design principles highlight the need to provide early response systems for students who appear to be disengaging with targeted communication regarding available support services. One thousand, one hundred and s students were identified in session 1 that either: did not submit a pre-census early assessment item; or had limited learning management system activity. These students were then offered timely support, including on-the-spot advice and referral to other pre-existing support structures within the University. Students were identified from 77 subjects offered to commencing students, taught across 182 offerings. Of the students identified, 607 chose to defer or withdraw from their studies while 554 students remained. This raises the question, what became of those remaining students?

Student Retention and Attrition guidelines are part of the Federal Government’s performance based funding framework. One of the recommendations from the Higher Education Standards Panel review is to consider changing students’ enrolment

Student Retention and Attrition guidelines are part of the Federal Government’s performance based funding framework. One of the recommendations from the Higher Education Standards Panel review is to consider changing students’ enrolment prior to census date when a certain level of engagement is not met. This study investigates this recommendation by trialing and testing a model to see if completely disengaged students are able to be retrospectively identified as at risk of failing all subjects. Using learning analytics alone to create a predictive model at scale proved to be very difficult. When applied to session 1 of 2019, even the strictest criteria included five false positives out of 17 identified students. There is promise, however, that a hybrid model of learning analytics with additional oversight from teaching staff could be a solution, but this needs further research.

Videos are an indispensable part of most online courses and are a key device for teachers to develop a personal link with their learners. There are a number of technical principles which can guide teachers to make videos that will best

Videos are an indispensable part of most online courses and are a key device for teachers to develop a personal link with their learners. There are a number of technical principles which can guide teachers to make videos that will best enhance learning and engagement. However, not many teachers have expertise in creating videos and it is not always clear how students perceive the educational value of such videos. In this preliminary study, the authors, who are both English as a Foreign Language teachers at university in Japan, shared clips from popular YouTube language teachers with student participants in order to find out what features of the videos were most appealing. Results show a number of principles to follow especially concerning voice speed, clarity and friendliness. But above all teachers need to show an authenticity and passion about their subject.

This paper describes an interdisciplinary approach to a creative arts honours collaboration that set aside a conventional approach to facilitate an experimental methodology to support greater creative innovation and knowledge acquisition

This paper describes an interdisciplinary approach to a creative arts honours collaboration that set aside a conventional approach to facilitate an experimental methodology to support greater creative innovation and knowledge acquisition. This paper examines an honours study which explored analogue and digital hybridity in board game design. The methodology employed a practice-led research approach with the Double Diamond design process model used to structure the study. A structured and critical reflective practice model was used to identify and analyse the thinking present within the creative project. A core innovation of this approach was the shift from a focus on a finalised project consisting of a separate creative work and critical thesis, to a study where the critical and creative work were still separate, but included a greater focus on process and prototyping as a means to engage with design principles, rather than a finalised product or artefact. Lessons from the collaboration are identified to inform interdisciplinary honours in the future.

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

Higher education is in crisis mode, and as organisations we need to find new ways to exist. The traditional entities tasked with change in the sector have had limited impact, however, and it may be time to explore new catalysts for

Higher education is in crisis mode, and as organisations we need to find new ways to exist. The traditional entities tasked with change in the sector have had limited impact, however, and it may be time to explore new catalysts for organisational change. This short narrative paper describes one such potential catalyst, the concept of organisational learning design – a new practice domain that harnesses the capabilities and affordances of learning design and evolves them beyond technology into organisational learning and organisational culture practices to create a high-leverage change agent.

The many challenges arising from COVID-19 have forced Japanese businesses and higher education to accelerate innovations and digital transformations. Japan is a well-known global leader in adopting innovative approaches with the use of

The many challenges arising from COVID-19 have forced Japanese businesses and higher education to accelerate innovations and digital transformations. Japan is a well-known global leader in adopting innovative approaches with the use of advanced cutting-edge technologies, and education is not an exception. Digital learning and effective implementation of new pedagogies focused on distance learning, flexibility, and adaptation to innovative teaching practices are helping students and educators across Japan. As a result, Japan’s traditional face- to-face lecture style is being rapidly transformed into a new Education 5.0, involving Cloud tools, correct use of learning management systems (LMS), web 4.0/5.0, and a wide range of other educational tools. Additionally, in our research and course design, we have adopted a new collaborative agile approach, including academic, industry expertise and teaching assistance facilitators. We identify challenges and opportunities through a case study that examines the design of a new course that incorporates agile collaboration and student perceptions after the adoption of this rapid and unexpected digital learning approach.

Rapidly responding in the times of a pandemic, tertiary courses in New Zealand have implemented emergency remote learning and teaching by increasing learning online. Many staff require support though to purposeful redesign and facilitate

Rapidly responding in the times of a pandemic, tertiary courses in New Zealand have implemented emergency remote learning and teaching by increasing learning online. Many staff require support though to purposeful redesign and facilitate online as part of blended or hybrid learning and teaching. This article reports about a study of redesign for such a purpose. The course demands were identified to then consider how to use online features to support the assessment for Ma?ori and non-Ma?ori students. Research instruments with students included questionnaires and focus groups; conversations and reflections were used with staff. The paper includes key findings, firstly how online features can contribute to active learning and secondly, considerations and tools to enhance a course design with increased online learning, for example an explicit plan of how and when certain affordances support students learning.

This paper presents an overview of the development of a pattern language for designing online learning and teaching. The aim of these patterns is to facilitate teachers in designing their online teaching environment using a scaffolded

This paper presents an overview of the development of a pattern language for designing online learning and teaching. The aim of these patterns is to facilitate teachers in designing their online teaching environment using a scaffolded methodology that maintains and confirms their individual design agency. Design patterns capture expert knowledge in ways that can be reused to solve problems but never in the same way twice. Here, the authors provide an overview of the patterns, their interrelationship, and reflect on the value of design pattern and their use, highlighting how they can be deployed to enhance online teaching in an iterative design cycle approach.

Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit

Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit convener informed design and development of appropriate online learning activities and assessment for student achievement of required learning outcomes. Using flipped classroom methodology, a pre-recorded lecture demonstrated research question formulation and advanced database search strategies. Tutorial activities were redesigned for Zoom delivery using breakout rooms to replicate the collaborative aspect of face-to-face tutorials. Learning was supported by a refreshed online research guide, research consultations, and emails. Consultations were delivered via Zoom upon request for more specific advice including question formulation, search terms, choosing appropriate research databases, and advanced database search techniques. Feedback and assessments were positive and review will inform future offerings.

Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This

Many universities had to pivot their teaching into an online space in response to the COVID-19 health crisis. How can we leverage the lessons learned from our design of these spaces to provide superior student learning experiences? This study describes the development of a classification system to appraise our rapidly transitioned online units of study. Underpinned by active learning pedagogy, 234 online learning sites from a leading Australian Business School were reviewed and three types of sites emerged, content, student and teacher-centred. The quality of these online sites were evaluated using a modified framework from the literature focusing on elements of design across five domains. Findings indicated that the overall range of quality of sites was mirrored across all three types, with the majority categorised as ‘good’. Analysis of the design elements of this typology will help build capacity in the design of online learning environments and guide pedagogical practice in business education.

Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning

Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.

Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive

Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive disruption arising from COVID-19 that aligns with the affordances of mobile learning is the uncoupling of time and space in the learning process. Traditionally formal learning is a process that is predominately viewed as an experience that is ‘timetabled’— scheduled to eventuate at a ‘place’—lecture or a tutorial (or similar) in a room or lecture theatre. In this concise paper, an ecology of resources is discussed along with guiding principles for designing and facilitating uncoupled authentic and student-determined learning post the emergency remote teaching phase.

Providing authentic learning experiences is a stellar teaching and learning strategy to prepare students for their future careers. They cultivate and enhance students learning by providing hands- on, experiential learning opportunities

Providing authentic learning experiences is a stellar teaching and learning strategy to prepare students for their future careers. They cultivate and enhance students learning by providing hands- on, experiential learning opportunities. However, incorporating such activities can be challenging, logistically complicated and may encapsulate hazardous situations and safety concerns. When these challenges arise, Virtual and Augmented Reality can offer learning experiences to supplement the curriculum, and optimise the valuable time spent on location. This paper provides an overview of different pedagogical applications to incorporate virtual experiences, namely Virtual experiences to supplement and optimise real-world experiences; Simulations and virtual tours for inaccessible or remote locations; First-person point-of-view; and Virtual scenarios for dangerous situations, which is supported with examples of activities used in higher education.

Authentic, place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering

Authentic, place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering such understanding whilst building transferable skills in collaboration, communication and cultural competence. Mobile technologies and collaborative digital tools can connect students across broad geographic locations, allowing them to share experiences and build a common understanding of global environmental challenges. Within this concise paper, we report on the initial stages and proposed next steps in building a learning ecosystem, consisting of a digital platform and embedded tools, to facilitate undergraduate learning in coastal ecology across universities in Australia, Hong Kong and South Africa. Using here a framework guided by design-based research (DBR), we discuss the design and development of these digital tools in context, and their proposed integration into upper undergraduate science curricula across locations.

This paper documents the inevitable emergence of the ‘Global School’, assesses how the COVID-19 pandemic is hastening that transformation, and then focusses upon how these elemental educational developments may apply at the post-school

This paper documents the inevitable emergence of the ‘Global School’, assesses how the COVID-19 pandemic is hastening that transformation, and then focusses upon how these elemental educational developments may apply at the post-school level. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Given that we are moving inexorably and joyfully into the One World One School situation, do we envisage the one global and blended university – where universal access and organisation are intermingled with local needs, cultures and priorities? Are we also progressing towards a blended post- secondary assessment and learning pedagogy in which the digital is dominant? And, if so, how will the pandemic – and the responses to it – pave the way towards that desirable destination?

This study aimed to investigate how three online interaction variables (i.e., learner-instructor interaction, learner-content interaction, and learner-learner interaction) and self-efficacy for learning can predict students’ perceived

This study aimed to investigate how three online interaction variables (i.e., learner-instructor interaction, learner-content interaction, and learner-learner interaction) and self-efficacy for learning can predict students’ perceived learning in an off-campus learning environment. A total of 654 polytechnic students participated in the study. By controlling gender and age, regression results showed that self-efficacy for learning was the significantly strongest predictor of perceived learning, followed by learner-content interaction. Perceived learning and learner-instructor interaction for males were significantly higher than females. Finally, implications of these findings along with limitations of the study and directions for future research are discussed in the paper.

Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction

Under COVID-19 conditions higher education institutions responded rapidly with technological solutions to maintain teaching and assessment for students and to adjust support mechanisms to compensate for the lack of face-to-face interaction with students. Using critical reflection as a research method, this paper captures the experiences of three education developers from different institutions to business as usual in the context of emergency remote teaching. The authors utilise the Substitution, Augmentation, Modification, and Redefinition (SAMR) model of technology integration as a conceptual frame to compare their institutions’ approaches to educational delivery during the pandemic. Additionally, the authors reflect on student diversity, inclusion and equity during the period of emergency remote teaching.

This paper reports preliminary findings of a pilot project at an Australian regional university where students in an online multicultural education course created open educational resources as an assessment task. Designed as action

This paper reports preliminary findings of a pilot project at an Australian regional university where students in an online multicultural education course created open educational resources as an assessment task. Designed as action research, the project transposed early years educators’ concerns about professional learning and resources into an assessment task. Students created resources in response to the task, and these resources were collated into an open educational resource. Based on a range of project data, the paper presents preliminary findings that show the assessment task had many benefits for students including increased engagement, practical learnings and pride in sharing their work. The paper concludes with implications for practice and suggestions for related research.

This paper traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio evolved from its origins as a case for holding loose papers to other contexts such as finance

This paper traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio evolved from its origins as a case for holding loose papers to other contexts such as finance, government and education. Portfolios evolved from paper to electronic, from local network to the world wide web. The decade from 2000-2010 was a period when technology became part of mainstream society and educational technology become part of mainstream higher education, and portfolios became a ubiquitous assessment. From 2010-2020, a shift towards an emphasis on pedagogy and the student learning experience occurred in eportfolio research and practice. The history of (e)portfolio in higher education shows that the higher education system will continue to gradually evolve, incorporating concepts, technology and approaches that are compatible rather than transformative.

Critical thinking in education is mainstream with ever increasing industry support for soft skills and capacity for graduates to solve problems, plan strategy, make decisions and communicate creatively. However, teaching and assessing

Critical thinking in education is mainstream with ever increasing industry support for soft skills and capacity for graduates to solve problems, plan strategy, make decisions and communicate creatively. However, teaching and assessing critical thinking is resource intensive especially when scaling to large remote or online classes. Often, the solutions are bespoke, custom outcomes for a single classroom that are expensive to scale. Commercial computer games and esports may offer a solution. In this paper we aim to define critical thinking in education and how this relates to skills in esports, including decision making, problem solving, making a game plan, developing strategy and communication. To achieve this, we propose a conceptual framework to assess effectiveness of esports in teaching critical thinking using an adapted digital game-based learning framework and the learning goals of critical thinking. We support the framework with an esport case example of Rocket League with a lesson plan.

The global pandemic in 2020 has spurred the rapid transition to remote learning for higher education providers in terms of course delivery and assessments. Final examinations which play an important role in summarily assessing students’

The global pandemic in 2020 has spurred the rapid transition to remote learning for higher education providers in terms of course delivery and assessments. Final examinations which play an important role in summarily assessing students’ attainments of course intended learning outcomes are traditionally conducted in a physical invigilated environment. This paper discussed the transition from paper-based physically invigilated final examinations into remotely invigilated online examinations. It highlights the collaborative approach across different parts of the organisation to bring together a smooth experience for students to undertake their final examinations while the academic integrity of the examinations is still maintained. It also sheds lights on some measures of the success of the transition including feedback from teaching staff and students who participated in the process from which lessons are learnt as feedforward for future undertakings.

Online discussion boards provide opportunities for students to share experiences, consolidate knowledge, explore new ideas, and feel connected to other students and faculty. Despite the benefits, many students do not voluntarily engage in

Online discussion boards provide opportunities for students to share experiences, consolidate knowledge, explore new ideas, and feel connected to other students and faculty. Despite the benefits, many students do not voluntarily engage in discussion board activities. Mandating participation is a contentious issue, but after reviewing the literature, a summative assessment task and a rubric were developed and trialed in a fully online, Australian postgraduate course. An audit of the discussion board posts from two semesters without the assessment task, and two semesters using the assessment task, found the quality and quantity of posts increased. There were significant improvements in regularity, discussion of course concepts, translation to relevant experiences, and support and encouragement for other learners. The initiative successfully created a learning environment and is being implemented in other subjects.

The University of New England initially embarked on a trial of online supervised exams in early 2017. In the several years since this pilot has expanded considerably, with over half of unit exams offered online by the end of 2019 and

The University of New England initially embarked on a trial of online supervised exams in early 2017. In the several years since this pilot has expanded considerably, with over half of unit exams offered online by the end of 2019 and almost a quarter of students opting-in. As the global COVID19 crisis emerged the institution transitioned suddenly to a fully online exam period, with the first fully online exam period conducted in June 2020. Given COVID19 has caused many institutions to consider a similar shift the UNE exams team present an account of this project and advice for other institutions on this transition.

Current assessment and progression policies and practices in higher education are largely dominated by dichotomy between formative and summative assessments. Given assessments are major drivers of learning, such as dichotomous assessment

Current assessment and progression policies and practices in higher education are largely dominated by dichotomy between formative and summative assessments. Given assessments are major drivers of learning, such as dichotomous assessment systems which promote the learning that can only be tested via summative assessments and falls short in fostering complex graduate attributes - such as interdisciplinary competencies. Medical programs, across the globe are now embracing emerging concepts such as programmatic assessment that allows the assessments to serve ‘for, of and as’ learning. Given the most challenging curricular reform in any field, including Business is reforming assessments, this paper critically reflects on how emerging concepts such as programmatic assessment are promising in resolving the tensions created by dichotomy of assessment for vs as learning. The reflections are based on rapid scoping review of programmatic assessment in Medical education, as well as authors’ familiarity with implementation of programmatic assessment in the Sydney Medical School renewed curriculum. There are many lessons that can be learned and carried over from the University of Sydney Medical curriculum to the Business education space. authentic assessment

This study investigated one technology that would allow for self, peer and group feedback for students. In order to enhance feedback given, the tool FeedbackFruits, allowed staff to implement in their course in a consistent and easy way

This study investigated one technology that would allow for self, peer and group feedback for students. In order to enhance feedback given, the tool FeedbackFruits, allowed staff to implement in their course in a consistent and easy way. This study was conducted over two trimesters on the effectiveness, ease-of-use and the ability to be able to scale up across the university. Staff report they would use FeedbackFruits in the future and that students were generally positive with regards to using it. Although the study is continuing, the design-based research methodology allows for improvements in study design to be modified according to university needs in order to best evaluate the technology.

The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID- 19 pandemic crisis. With teaching and learning

The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID- 19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.