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

The proceedings of the 2023 ASCILITE Conference: People, Partnerships and Pedagogies

T. Cochrane, V. Narayan, C. Brown, K. MacCallum, E. Bone, C. Deneen, R. Vanderburg, & B. Hurren (Eds.), People, partnerships and pedagogies. Proceedings ASCILITE 2023. Christchurch

Te Pae Conference Center, Christchurch, New Zealand

December 3-6

ASCILITE2023 Conference Website https://2023conference.ascilite.org/

Published: 28 November 2023

Full Issue

ASCILITE Conference - Concise Papers

  • Experiences of learning and teaching in HyFlex spaces

    Dilani Gedera

    This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.

    Read article: Experiences of learning and teaching in HyFlex spaces

  • Considering ChatGPT as a partner needs careful planning and some upskilling for everyone.

    Lynn Gribble

    This paper critically reflects upon a year of partnership with ChatGPT since it became freely available. By exploring the possibilities and limitations of utilising such tools through a personal reflective narrative and the metaphoric notion of partnership it considers the advantages and limitations of this tool in context, recognising both students and teaching faculty are at risk of McDonaldization of their work. Beyond the benefits there are impacts on the amount and type of work being done by both academics and students.

    Read article: Considering ChatGPT as a partner needs careful planning and some upskilling for everyone.

  • How can EdTech Personalise the Instruction for Tertiary Students Requiring Mathematics Support?

    Benjamin Halpin, Paul Trotter, Robert Vanderburg

    Many students enter mathematically intensive courses with deficiencies in their mathematical skills. Universities have responded to this challenge with additional support. However, existing approaches have exhibited limited success. This paper proposes research into the effectiveness of a personalised approach to mathematical remediation driven by the affordances of EdTech.

    Read article: How can EdTech Personalise the Instruction for Tertiary Students Requiring Mathematics Support?

  • Mapping learning microclimates in a large-cohort online course: Seeing the trees in the wood

    Kay Hammond

    As the number of students in online classrooms continues to rise, understanding the microclimates that influence teaching and learning becomes crucial. This paper presents a map of existing and potential microclimates in a large online course and offers guidance on developing such maps to enhance student well-being and learning outcomes. By drawing on the concept of microclimates from natural sciences, educational microclimates are defined as the norms, attitudes, and behaviors within a subgroup of people in a larger social climate. The study explores various social microclimates within online spaces, aiming to create more inclusive and interactive communities that foster essential skills for students. A six-step process for developing microclimate maps is proposed, highlighting the importance of considering student demographics and engaging in continuous reflection and improvement, seeing the trees in the wood. Ultimately, understanding and leveraging microclimates can lead to better course design and support the diverse needs of students in large online cohorts.

    Read article: Mapping learning microclimates in a large-cohort online course: Seeing the trees in the wood

  • Developing a digital anatomy lab for rural medical students

    Lisa Hampshire, William Havellas, Claudio Corvalan-Diaz, Annemiek Beverdam, Jyothilakshmi Thittamranahalli Kariyappa, Melissa Whittaker

    This paper follows the genesis and development of a digital anatomy lab for geographically isolated students in a postgraduate Doctor of Medicine programme in rural New South Wales and represents a work in progress. Students studying their degree at the rural clinical school do so without an in-situ cadaver-centred anatomy laboratory. This represents a pivotal shift away from the fundamental learning pedagogies implicit in academic Medicine, and therefore a challenge for situating the digital anatomy lab; its contents and explicit pedagogical needs, inside an already saturated curriculum. The Digital Anatomy space under development represents an intersection of scholarship on whether nascent digital tools (VR/AR) can develop fast enough to provide haptic and spatial feedback, how such digital spaces sit pedagogically amidst the accepted didactic teaching frameworks of Medicine, and whether creating virtual spaces improves student learning of Anatomy. This work-in-progress reflects the conference themes of people, partnerships and pedagogies.

    Read article: Developing a digital anatomy lab for rural medical students

  • IDE vs. pen-and-paper showdown - Performance and perceptions of testing first-year IT students’ programming skills

    David Harris, Garry Stewart Von Itzstein, Douglas Kelly, Elizabeth Smith

    This study analysed first-year IT students' performance and perceptions of using Integrated Development Environment (IDE) versus pen and paper (P&P) based programming testing methods. 68 participants completed two programming tests using both testing methods, and the results were evaluated on complexity, quality and other criteria. No significant difference was observed in the average scores between the two test methods. However, IDE testing showed fewer syntax errors and lower cyclomatic complexity, indicating the potential advantages of IDE's error-checking. IDE tests exhibited higher variability in student performance, suggesting varying comfort levels with the test environment. Additionally, a weaker correlation existed between actual and perceived performance in IDE tests, highlighting challenges in self-evaluation within a digital framework. Most students preferred IDE-based testing, citing efficiency, user-friendliness, and real-time feedback. Nonetheless, a minority recognised the value of P&P tests for demonstrating deep syntax understanding. This research enhances our understanding of programming pedagogy and assessment.

    Read article: IDE vs. pen-and-paper showdown - Performance and perceptions of testing first-year IT students’ programming skills

  • Living Labs and Future Narratives

    Maryella Hatfield

    Authenticity, originality, lived human experience. How much value is being placed on these qualities in a world facing challenges such as AI, climate change and economic breakdown, rapid reconfigurations in the future of work? How can cross curriculum experiences and partnership pedagogies support students and universities navigating these challenges? In this paper, I reflect on innovations in learning and teaching, research, and scholarship in an age of seismic uncertainty. Specifically, I address the intersections between Screen Media, STEM, design thinking and storytelling for sustainability as part of the student and university experience. Citing case studies and examples, I consider some of the co-creation methodologies, the role of appreciative enquiry, and cross-curriculum partnership pedagogies, in the form of living labs. These have demonstrably enabled us to learn from each other and contribute to a wider landscape of scholarship and work that values original thinking and authentic creative expression.

    Read article: Living Labs and Future Narratives

  • Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore

    Emilia Idris, Doris Choy, Bee Leng Chua

    Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.

    Read article: Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore

  • Introducing Indigenous Perspectives on Data Sovereignty in Engineering Education

    Jesin James, Claire Donald

    We live in a data-driven world, and decisions of technology developers impact how the world uses technology. But the education system does not address data sovereignty. This is more relevant in New Zealand, with M?ori data sovereignty being a concern. In engineering education, ethical aspects of technology are taught from a western perspective. This paper describes a different approach used recently in an undergraduate engineering course, where an indigenous perspective was integrated with the predominant western view. Electrical and Digital Systems is a course taken by all engineering students at the University of Auckland. This course teaches the engineering perspective on how data is collected and processed, and hence is the perfect point to introduce the indigenous data sovereignty perspectives. Student feedback received so far supports the success of this introduction. This also prepares our future workforce to be competent to incorporate indigenous world views in engineering decisions.

    Read article: Introducing Indigenous Perspectives on Data Sovereignty in Engineering Education

  • Finding function in dysfunction - The role of a learning technologist: A case study of Panopto

    Shareeni Kala, Mohammad Ladha

    This conference paper examines the pivotal role of Functional Analysts in facilitating the transition from an older in-house Lecture Theatre Recording (LTR) system to a new and advanced lecture recording system called Panopto. The Functional Analysts' responsibilities encompass ensuring a smooth transition, providing expertise and assistance to internal users, and maintaining uninterrupted operations. The paper discusses the process of transitioning to Panopto, including planning, implementation, training, and support. The collaboration, communication, and technical expertise of Functional Analysts are highlighted as key factors for successful system migration. The findings of this case study shed light on the importance of proactive planning, effective change management, and technical proficiency in executing such transitions.

    Read article: Finding function in dysfunction - The role of a learning technologist: A case study of Panopto

  • Exploring alternative invigilated assessments in higher education: A work in progress

    Khamsum Kinley

    The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.

    Read article: Exploring alternative invigilated assessments in higher education: A work in progress

  • A proposal to include Maori perspectives in AIed

    Josiah Koh, Gerson Tuazon

    This paper aims to explore the importance of M?ori perspectives in AI in education (AIed) development, emphasizing the need for inclusivity and cultural responsiveness. It highlights the underrepresentation of indigenous voices in shaping emerging technologies and proposes a framework for incorporating M?ori knowledge and perspectives in AI systems. By recognizing and valuing cultural diversity, we can work towards a more equitable and inclusive future in AI education, minimizing biases and inequities. The framework can then be translated into actionable steps to ensure indigenous voices are heard and incorporated in the design and implementation of AI technologies.

    Read article: A proposal to include Maori perspectives in AIed

  • Leveraging Technology for Animal Physiology Practicals

    Suresh Krishnasamy, Edward Narayan

    In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course outcomes. However, in 2021, practical classes had to be redesigned to cater for both on-campus and online deliveries and this project investigated the continued use of Lt in animal physiology practical classes focusing on student satisfaction and performance for both on-campus and online students. Student satisfaction with the redesigned practicals were high across all constructs - overall structure, pre-lab materials and incorporation of group work (on-campus students) while student performance outcomes showed an improved performance compared to before the use of Lt and showed no significant differences in the performance of the on-campus versus online cohorts. The findings gave confidence in using Lt as a foundation for delivering animal science practicals equitably for both cohorts.

    Read article: Leveraging Technology for Animal Physiology Practicals

Showing 53–65 of 97 articles