2023: ASCILITE 2023 Conference Proceedings: People, Partnerships and Pedagogies

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages; and from 2-hour lectures to multiple short pre-recordings dedicated to a single concept. This study explored student engagement, preferences, and performance through a pragmatic and meaningful analysis of learning analytics in relation to learning design for the purpose of informing our practice. This paper draws on data involving 89 students that participated in the study from the cohort of approximately 200 students. This study confirms that the majority of students preferred the new digital learning design approach, however, the diversity of student preferences has implications for learning design that need to be taken into consideration.

Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or

Much of the literature on flipped classrooms emphasises the physical classroom as the primary site for active learning, relegating the online environment to a place where content is delivered prior to students attending a workshop or tutorial. However, researchers have highlighted the rich opportunities for embedding interactivity in the online space and demonstrated positive impacts on the student experience. In this paper we discuss how interactivity was embedded in self-paced online modules as part of the redesign of three large courses at The University of Sydney Business School. In these courses, lectures were replaced with weekly, self-paced, media-rich online modules involving opportunities for active learning and immediate feedback. Course developments and impacts on student experience are presented through three mini case studies underpinned by evaluation embedded in a design-based research approach. The developments were conducted as part of a major strategic educational project in the Business School called Connected Learning at Scale (CLaS).

Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers

Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers where technological advances, outsourcing, globalisation, and more recent global pandemic impacts on the business world have made higher-level cognitive skills essential at the entry level in disciplines such as accounting. Yet despite critical thinking being a common university graduate attribute, accounting graduates are not meeting employers’ expectations in relation to thinking skills. This study investigates whether a pedagogical intervention that emphasises knowledge construction could stimulate student critical thinking skills.

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without adequate guidance on inclusive design, OER fail to rise to the challenge. This paper undertakes an exploratory initial review of EmpoweredOER, a practical tool in first-phase iterative development, designed to unpack the complexities of inclusive OER. Emerging from a grant-funded international study tour, three best practice themes informed the design of EmpoweredOER: true accessibility, beyond technological; universal design for learning and inclusive open education nexus; and diverse perspectives and representation. Initial findings indicate EmpoweredOER meets its objective. Future research will analyse the impact and growth of EmpoweredOER as it matures. Implications for practice: There is appetite to dedicate further resources to developing inclusive OER tools. Advocates can instill a sense of community in their resources for increased engagement. Resource creators should incorporate interactivity and adaptability for greater contextualisation.

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student

The provision of online resources for tertiary student literacy development outside of students’ curricular contexts is problematic because engagement with centralised support provisions is low. As part of a Library team focused on student literacy development across our university, we have conducted multiple rounds of user experience (UX) testing with our students to design a set of resources in a course within our learning management system that all students can access. Our most recent UX employed usability testing, card sorting, and low-fi wire framing activities to identify how students experience our resources. Findings indicate that students are confused by enforced groupings of literacy development content and that they expect our resources to be accessible with the rest of their assessment information. Implications for design include balancing student expectations of immediate access to relevant literacy development resources with the constraints of having a small team who can design this content.

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.

This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and

This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.

Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for

Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for instructors to modify their curriculum include funded centralised programs that may also draw on the expertise of academic developers, learning designers and media producers. Here we reflect on our recent experiences working together across disparate academic and professional teams within a centrally funded curriculum renewal and innovation program in a large research-intensive university. One year after the implementation of a formalised network of supporting academic fellows, program reach significantly improved, and several projects implemented award-winning innovations. Early reflections on experiences across our supporting teams suggest that collaborative project work has contributed to more effective and innovative curriculum change initiatives. We propose a deeper investigation of these processes in a research project, to further inform curriculum innovation at research-intensive universities.

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create

This developing case-study from the Initial Teacher Education suite of programmes at the Open Polytechnic | Te P?kenga, Aotearoa, New Zealand, describes how synchronous elements are added to an asynchronous delivery model to create bichronous delivery for Open, Distance and Flexible Learning (ODFL). From 2017 onwards, ODFL principles underpinned a wholly asynchronous delivery model at the Open Polytechnic that championed ?konga (learner) agency through anytime anyplace access to tertiary education. This delivery model, successful in removing the conditions of time and place, created a consequence of relational distance, with limited real-time academic presence and peer-peer interaction. The new ITE programmes, opening in 2023, provided an opportunity to introduce synchronous elements within the asynchronous model. These elements were predicated on the principles of ODFL aligned to the values of cultural responsiveness: whakawhanaungatanga (relational connections), manaakitanga (respect and care), rangatiratanga (self-determination), and akoranga (reciprocity of teaching and learning). Early experiences suggest that introducing synchronous elements to asynchronous ODFL provides opportunities for real-time communication, enhances relational connection, and reduces the negative consequence of relational distance and isolation sometimes experienced in asynchronous pedagogies.

Innovative teaching is a common goal in Australasian university strategic documents. However, innovative teaching requires innovative teachers, yet our study of science, health and engineering staff at a Victorian university found many

Innovative teaching is a common goal in Australasian university strategic documents. However, innovative teaching requires innovative teachers, yet our study of science, health and engineering staff at a Victorian university found many teaching academics did not identify as innovative, even when reflecting on their 2020-21 pandemic teaching experiences, and even though they demonstrated as much innovation at that time as their peers who did consider themselves to be innovators. This concise paper investigates reasons why teaching academics may be reticent to call themselves innovators, finding tentative support for three hypotheses: that there may be differences in how innovation is understood that are discipline-specific; that there may be social stigma associated with innovation that can be overcome via a change in organisational culture; and that some academics may associate innovation with negative connotations or experiences. We conclude with practical recommendations for building a culture of innovation in learning and teaching.

This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course

This paper discusses the design process in the development of an undergraduate early childhood course. This design process was grounded in learning theory, using a team-based collaborative process to consider, develop and refine the course design. It started with a reflection on the learners and the learning environment. It then moved into an iterative process of investigation, creation and refinement of a new course that addresses the characteristics of the learners, the learning environment, authentic assessment and the learning outcomes holistically. This paper details the design process from initial conceptual thinking through to the final proposal ready for the University governance process and accreditation approval. Future directions could consider investigating the experience of all stakeholders involved in the process, as well as the student experience of the new course, to inform the process of collaborative course design.

Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach

Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach using human-centred design. The Accessibility Hub project was conceived as an online self-service resource for students at an Australian tertiary institute. A teaching and learning specialist and an information technology specialist led the project. After initially dividing up the task and getting started on their to-do lists, the two colleagues decided to take a step back. They employed human-centred design, a process that included empathy interviews with students with disability and ideation sessions with colleagues. Out of this grew a community of practice and the idea that the Accessibility Hub could be a resource for all staff and students at the institute. The Accessibility Hub was launched in January 2023 with the tag line ‘Everyone needs a little help sometimes.’

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.