Workshop 1: Integrating learning analytics and learning design: Smooth sailing or a rough journey

Topics

Checking the gauges: Measuring Learning and Advancing Impact, Exploring foreign shores: Advancing Cultures of Innovation

Abstract

When interpreting the outputs of the analysis of data about students’ activities in learning environments it is important to make reference to how such learning activities and environments have been designed. This half-day workshop will explore the link between the two key fields of learning analytics and learning design. It will provide a range of evidence-based strategies for using learning analytics to inform and enhance learning design as well as methods of evaluation of the effectiveness of changes to design. In addition, the workshop will give participants a chance to discuss how learning design influences the choice of data and analysis that will provide the most effective information for staff to optimise their students’ learning environments. The workshop will begin with an exploration of the theoretical foundations which will be followed by a series of presentations providing examples of practical applications in the field. A Call for Submissions for the presentations will be distributed prior to the workshop. The design of the workshop provides ongoing opportunities for discussion and networking throughout the session.

Call for workshop presentation submissions – submissions close 2 November

Facilitators

Hazel Jones, Cassandra Colvin, Linda Corrin and Sakinah Alhadad

About the facilitators

Hazel Jones

Hazel is the Learning and Teaching Consultant(Curriculum) in the Griffith Business School, based on the Gold Coast campus. Shas worked in similar roles to her current one in higher education institutions across Australia for over 15 years. She joined ASCILITE in 2008 and has attended, presented at, and reviewed submissions for, many conferences over the last ten years. During this time she has also been involved in the ASCILITE Community Mentoring Program, first as a Mentee and then as a Mentor. In 2017, she was heavily involved with ASCILITE events, taking on the role as co-facilitator for the Learning Analytics Special Interest Group, attending the Spring into Excellence Research School, and as a member of the Organising Committee for the 2017 ASCILITE conference. Hazel is undertaking her PhD in the field of Learning Analytics, using the Behaviour Change Wheel to design an adoption strategy for Learning Analytics to encourage individual staff to use Learning Analytics to inform and enhance their teaching practice.

Linda Corrin

Dr Linda Corrin is a Senior Lecturer in Higher Education in the Williams Centre for Learning Advancement, Faculty of Business and Economics, at the University of Melbourne. Her research interests include students’ engagement with technology, learning analytics, feedback, and learning design. Currently, she is working on several large research projects exploring how learning analytics can be used to provide meaningful and timely feedback to academics and students. Linda is co-founder of the Victorian and Tasmanian Learning Analytics Network and a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.

Sakinah Alhadad

Sakinah is a lecturer in Learning Innovation, and the academic lead for learning analytics at Learning Futures at Griffith University. Her work has a broad focus on evidence-informed practice, particularly in teaching and learning. A key part of this work is understanding the effects of how information is presented or communicated influence how people understand, evaluate, reason, infer, and make decisions. In learning analytics, she is particularly interested in the underlying processes that enable the integration of data and analytics when designing for learning. Sakinah is also a co-coordinator of the ASCILITE Learning Analytics Special Interest Group.

Workshop 2: Understanding the student digital experience: national and international insights

Topics

In the first half of 2018, 13 universities across Australia and New Zealand ran a survey about their students’ digital experiences. Over 21,000 students responded, giving feedback on:

• Their digital lives as learners
• The digital environment for learning at their university
• Digital aspects of their course
• Their attitudes to digital learning

Abstract

This workshop will explore the findings from Australia/NZ in 2018. The survey’s developers and chief analysts will discuss highlights from the data, including international comparisons and key messages for institutions. Project leads from participating universities will explain how the process has helped them to engage their students, make better-informed decisions, and enhance their digital strategies.
Workshop participants will be able to question the presenters during a panel session. They will have time to explore the survey instrument, and resources for staff and student engagement. Finally, participants will develop an action plan for improving the student digital experience in their own setting.

Facilitators

Ruth Drysdale and Fiona Salisbury

Helen Beetham and Tabetha Newman via live video conferening link

Workshop 3: Designing peer assessment using an evidence-based framework

Topics

Deep Diving : Approaches that Foster Deep Learning, New ways of moving : Pedagogies and practices

Abstract

Despite its complexity, peer assessments are considered a valuable pedagogy. In addition to discipline-specific learning, peer assessment can develop transferrable skills such as teamwork, critical thinking, and evaluative judgement. However, peer assessment can also be challenging to implement, as there are many factors to consider, and variables about which to make decisions. Stakeholders in peer assessment may also require convincing, and then need upskilling to be able to participate effectively. Not only pedagogical, but also institutional policy and technological environments must also be taken into account. This workshop aims to equip participants with both theoretical and practical know-how, to be able to better design, implement and research peer assessments in their own contexts. Presenters will provide an overview of theoretical underpinnings for the rationale for peer assessments. The 19 design elements, derived from empirical and theoretical investigations, for peer assessment, grouped into six clusters, will be introduced and discussed. Participants will then have the opportunity to participate in small group activities to refine their peer assessment designs and ask for feedback from facilitators and fellow participants.

Facilitators

Joanna Tai and Chie Adachi

About the facilitators

Joanna Tai

Joanna Tai is Research Fellow at the Centre for Research in Assessment and Digital Learning at Deakin University. Her research interests include peer-assisted learning, developing capacity for evaluative judgement, student perspectives on learning and assessment including the role of the digital, and research synthesis.

Chie Adachi

Chie Adachi is Senior Lecturer in Digital Learning Innovation at Deakin University. She works on innovation projects around digital learning from the central learning and teaching unit, Deakin Learning Futures. Her research interests lie within the areas of digital learning and self and peer assessment.

Workshop 4: Engaging Learners in Online Discussions

Topics

New ways of moving: Pedagogies and practices

Abstract

Online and asynchronous learning is becoming a popular mode of education in university around the world. Advances in technology and the digital Natives cohort will continue to propel online learning forward. The Tracking Distance Education in the United States study found that more than one in four students now take at least one online course.

As online learning becomes a mainstream method of delivery, teachers are faced with the challenge to develop strategies to engage students in dialogue and collaboration online and, often asynchronously. The online discussion forum is an element in Learning Management Systems that supports the notion of peer-to-peer and instructor-to-peer learning and teaching. However, moderating and facilitating online discussion forums can be challenging. Engaging students in meaningful and purposeful discussions online sometimes feels like an obstacle course in which the teacher either spends a lot of time moderating a forum which seems to deliver little gain in student learning or, the quality of contributions becomes more a measure of the quantity of participation in the discussion.

This workshop will present an evidence-based, adaptable and transferable discussion forum implementation plan which builds on the concept of peer-to-peer learning with instructor-to-peer guidance and facilitation.

Facilitators

Kirsten Schliephake and Silvia Vogel

About the facilitators

Kirsten Schliephake

Kirsten is a passionate educator with a strong desire for uniting practical, authentic experiences with lifelong learning. Kirsten has taught undergraduate and postgraduate biochemistry and microbiology on-campus, cross-campus with international cohorts and in distance education. In her current role as senior educational designer in the Faculty of Medicine, Nursing and Health Sciences, Kirsten works as a change agent and influences strategic directives that include blended and online learning transformation, identifying and implementing innovative approaches to education delivery and student experience, professional development, policy development and assessment innovation.

Silvia Vogel

Silvia has extensive experience in the higher education sector in a variety of roles related to educational and instructional design, quality and program management. Silvia has also taught online, distance education and blended course in Sociology, where she developed an interest in the relationship between technology and education. In recent years Silvia has incorporated UX/LX and design thinking/service delivery approaches to her work in eLearning in the Faculty of Medicine, Nursing and Health Sciences, and has been involved in the development of a curriculum mapping tool for the Faculty and the university.

Workshop 5: Designing Authentic Assessments for the Online Environment: A Pro-Active Approach to Assuring Constructive Alignment and Combating Academic Dishonesty

Topics

Checking the gauges: Measuring Learning and Advancing Impact, Deep Diving: Approaches that Foster Deep Learning, New ways of moving: Pedagogies and practices

Abstract

As we include more active, authentic and engaged learning objects in our online courses, it becomes apparent that traditional university assessment methods are not constructively aligned with course outcomes and student activities. There appears to be a disconnect between the activities with which our online students engage, and using traditional assessment formats to measure outcomes.

This workshop will exemplify how traditional academic essay and examination assessments can be redesigned as more authentic and relevant to students’ academic success and career aspirations, and more applicable for online learning. Implications for dissuasion of contract cheating, student identity falsification, and the reduction of marking load will also be discussed.

Participants will complete the workshop with concrete strategies for redesigning assessments to address a variety of modes of course delivery, especially in the fully-online environment, assuring the authentic measurement of student achievement. Participants will demonstrate the ability to scaffold assessment throughout programs based on Krathwohl’s (2002) modification of Bloom’s Taxonomy, and will consider a variety of exemplars of alternative assessment items.

Facilitators

Keith Foggett and Carol Miles

About the facilitators

Keith A. Foggett

Associate Director, Centre for Teaching and Learning, University of Newcastle, Australia

Currently completing his PhD through a study relating to support for students learning in Blended environments, Keith is an experienced educator and leader with a background in teaching, mental health education, and action research. He leads the Learning Development unit at the University of Newcastle, assuring effective integration of academic skills into courses through learning activities and resources. This also involves providing support and advice and development for both students and university teachers. Currently focusing on several authentic assessment initiatives, Keith has also been heavily involved in the design and delivery of a number of professional certificate courses in university teaching, including an internationally accredited program that has received national recognition.

Carol A. Miles, PhD

Director, Centre for Teaching and Learning, University of Newcastle, Australia

Professor Carol Miles is Director of the University of Newcastle’s Centre for Teaching and Learning, with responsibilities for academic development, learning development, distance and blended learning support, and virtual learning environments. She established a leading edge institute for the development of innovative blended, and online program and course offerings, through the BOLD (Blended and Online Learning Design) Lab. She has engaged in national and international, inter-institutional research including relating to learning analytics and authentic assessment. She also has expertise and has published in the area of support for students in Blended Learning and has developed models of Blended Learning Design and Academic Development Maturity. She has adjudicated several provisions of Teaching Excellence awards in several countries, and reviews for a number of conferences and journals. Her area of academic interest is Assessment in Higher Education.