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

Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs

Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs. This research evaluates the performance and experience of early offer students in the Faculty of Science and Health at Charles Sturt University, NSW. We found that in most fields of education, early offer students have lower progress rates than students who entered based on ATAR, but not compared to the cohort as a whole. In addition, we found that predicted ATAR is often significantly lower than final ATAR. This paper forms the beginning of a work in progress, but these early results suggest that the early entry process needs to be carefully managed to ensure equity in the offers process and appropriate supports for this cohort to increase their probability of success.

This paper deals with the educational necessity of collaborative learning and individual assessment. Historically, communication-based inefficiencies in student collaboration supported individual assessment but increasingly content

This paper deals with the educational necessity of collaborative learning and individual assessment. Historically, communication-based inefficiencies in student collaboration supported individual assessment but increasingly content creation technologies are both overcoming these inefficiencies and enabling students to collaborate during assessments. The rapid proliferation in the adoption of Generative AI packages such as ChatGPT is accelerating these challenges faster than universities can respond. This paper presents five, scaffolding assessment designs that are currently being piloted within graduate and undergraduate university classes. Crucially each strategy is predicated on the readily achievable - if scary - notion that authentic assessment and Generative AI services can be frenemies. Strategies covering extension across a range of quantitative and qualitative classes are detailed. Preliminary findings and 'next steps' are presented.

This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions

This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.

The complexities and demands of leadership roles in universities are increasing. In an industry where leadership roles are dominated by white men, females and members of minority groups struggle to succeed in leadership positions. They

The complexities and demands of leadership roles in universities are increasing. In an industry where leadership roles are dominated by white men, females and members of minority groups struggle to succeed in leadership positions. They express feelings of being out of place and reject by peers. Mentoring has been demonstrated as an effective tool to develop leadership skills, resulting in longevity in a career. This option is not always available or suitable for women and minorities. This paper suggests digital mentoring as a solution of issues of socialisation, distance, and a lack of local guides for women and minorities entering leadership positions within universities. Digital mentoring as a support will provide more skills and support for women and minorities to enter into and have longevity in leadership positions.

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how

Video lectures in online courses often use pop-up questions or quizzes to enhance learners’ engagement and their learning outcomes. However, there is limited research about how frequently pop-up questions should be asked, considering how this design decision may impact learners’ self-regulation and motivation to learn, as well as their perceptions of confidence and challenge associated with the learning content. This study aims to answer the above questions while considering learners’ final learning outcomes in a massive open online course (MOOC). In this study, learners were divided into high and low frequency groups. The high frequency group were given a question almost every 2 minutes whereas the low frequency group were given a question only once at the end of the video. No significant differences on any of the above factors were found between the two groups. Educators may take these results into account when designing MOOCs in the future. MOOCs are costly and time-consuming to create, and this experiment suggests that using resources on this level of detail may not be necessary.

Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated

Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.