iLearn Insights is an innovative online application to address the challenge of engaging, motivating and supporting students with automated personalised email for those at risk of failure. It allows academics to identify students who are engaging or otherwise with the Learning Management System (LMS) content, thus allowing early intervention, and ultimately improved retention in units by providing targeted support to a student cohort. In contrast to systems that provide only static data reports, this vendor-independent innovation was built in-house to analyse and visualise student learning data in relation to access patterns, forum activity, learning activity submission and grades to identify a student cohort that needs support, as well as enabling teaching staff to send personalised emails to students on the basis of their level of engagement and/or performance. Feedback has a powerful impact on learning, but students frequently highlight it as an area that can be improved in tertiary education (Dawson and Henderson, 2019). iLearn Insights provides graphical representation of LMS data that enables visual personalised feedback to students. Within three mouse clicks, academic staff can trigger a range of automated communications to commend high-achieving students, offer additional assistance to lower performing students or to recapture disengaged students. These emails can be a targeted to a group of students and configured by the unit convenor to contain motivating information including the top five resources accessed by classmates; a student’s mark in comparison to the class average; number or percentage of students that have already submitted an assignment; clickable links; and support resources for students falling behind. ILearn Insights was developed based on four principals of learning analytics design knowledge: integration, agency, reference frame and dialogue (Wise, 2014). It has been observed that targeted visual feedback with clickable links is the most effective way to engage students quickly.?The positive impact of iLearn Insights is demonstrated by its rapid uptake by teaching staff across Macquarie University. When it launched in Session 1, 2020, after 18 months of piloting, there were 478 users across 763 units (subjects) who sent 125334 targeted personalised emails. In Session 1, 2023 iLearn Insights was used by approximately 808 users across 40 departments and learning support areas and 1237 units, sending over 316576 targeted emails to encourage students to engage with learning activities or offer support. That represents an increase of 169% of users, 162% of units and 253% of emails in three years. These personalised email exchanges have led to enhanced student engagement, which is critical for student success (Kahu and Nelson, 2018; De Villiers and Werner, 2018; McClenney et al, 2012; Klem and Connell, 2004).
{"title":"Learning analytics with iLearn Insights","authors":"Shamim Joarder","doi":"10.14742/apubs.2023.677","DOIUrl":"https://doi.org/10.14742/apubs.2023.677","url":null,"abstract":"iLearn Insights is an innovative online application to address the challenge of engaging, motivating and supporting students with automated personalised email for those at risk of failure. It allows academics to identify students who are engaging or otherwise with the Learning Management System (LMS) content, thus allowing early intervention, and ultimately improved retention in units by providing targeted support to a student cohort. In contrast to systems that provide only static data reports, this vendor-independent innovation was built in-house to analyse and visualise student learning data in relation to access patterns, forum activity, learning activity submission and grades to identify a student cohort that needs support, as well as enabling teaching staff to send personalised emails to students on the basis of their level of engagement and/or performance. Feedback has a powerful impact on learning, but students frequently highlight it as an area that can be improved in tertiary education (Dawson and Henderson, 2019). iLearn Insights provides graphical representation of LMS data that enables visual personalised feedback to students. Within three mouse clicks, academic staff can trigger a range of automated communications to commend high-achieving students, offer additional assistance to lower performing students or to recapture disengaged students. These emails can be a targeted to a group of students and configured by the unit convenor to contain motivating information including the top five resources accessed by classmates; a student’s mark in comparison to the class average; number or percentage of students that have already submitted an assignment; clickable links; and support resources for students falling behind. ILearn Insights was developed based on four principals of learning analytics design knowledge: integration, agency, reference frame and dialogue (Wise, 2014). It has been observed that targeted visual feedback with clickable links is the most effective way to engage students quickly.?The positive impact of iLearn Insights is demonstrated by its rapid uptake by teaching staff across Macquarie University. When it launched in Session 1, 2020, after 18 months of piloting, there were 478 users across 763 units (subjects) who sent 125334 targeted personalised emails. In Session 1, 2023 iLearn Insights was used by approximately 808 users across 40 departments and learning support areas and 1237 units, sending over 316576 targeted emails to encourage students to engage with learning activities or offer support. That represents an increase of 169% of users, 162% of units and 253% of emails in three years. These personalised email exchanges have led to enhanced student engagement, which is critical for student success (Kahu and Nelson, 2018; De Villiers and Werner, 2018; McClenney et al, 2012; Klem and Connell, 2004).","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139215396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The digital era has ushered in a new set of skills/competencies that both teachers and students need to acquire in order to thrive in their academic/professional pursuits. Digital literacy has become a crucial aspect of education, particularly in higher education where teachers and students are expected to engage with digital resources/tools on a regular basis. This shift has irrevocably changed the face of education and digital literacy has evolved to be more than just the ability to use digital tools — it now encompasses the critical skills/competencies that require teachers and students to navigate, analyse, and create information within the digital space. Adopting the hexagonal socio-technical systems theory (University of Leeds, 2023), a pilot digitalised sailing theory course was launched for adult learners at both beginner and intermediate levels from 2022. Within a broadly interpretive approach (Erickson, 1998), the analysis of the feedback involved the refinement of the major and common ideas (Mayring, 2000) held by the learners in their voluntary evaluation at the end of their course(s). The preliminary analysis highlighted two themes: pedagogically driven digital education accommodates diverse learners’ needs and deeper partnerships are established for teacher and learners as well as among learners through a digitalised course. Majority of the learners expressed the benefits of coming into the practical sessions by “feeling you know something already” as they were able to complete the digitalised sailing theory course at their own pace (i.e., less overwhelming), with repetitions (i.e., consolidating individual learning) and evaluate their understanding via the quizzes that provide instant feedback (i.e., self-check). It is worth noting that the average score of the quizzes was 94% and 98% at both levels respectively. Hence, the learners’ confidence/comfort levels were increased during the practical sessions and with that, it enhanced the positive learning experiences during the practical sessions. Most importantly, both teacher and learners found that the digitalised sailing theory course has helped to develop a deeper partnership between teacher-learners and among learners. This is particularly when the learners had already ‘met’ the teacher in the short videos and thus could ask targeted questions during the practical sessions. Very often, the questions turned into meaningful conversations between teacher-learners and among learners, addressing individual learning progress. As concluded by Deshmukh, et. al., (2022), such conversational discussions give the teacher opportunities to “provide challenge or support as needed” for the learners in a responsive manner. In short, the positive learners’ feedback ensures that similar initiatives could be adopted in today’s higher education when the curricula are developed digitally to support diverse students for deeper partnerships between teachers-students and among students, while serving as
{"title":"Pedagogically driven digital education for diverse people and deeper partnerships","authors":"Peter Linford, K. Sim","doi":"10.14742/apubs.2023.516","DOIUrl":"https://doi.org/10.14742/apubs.2023.516","url":null,"abstract":"The digital era has ushered in a new set of skills/competencies that both teachers and students need to acquire in order to thrive in their academic/professional pursuits. Digital literacy has become a crucial aspect of education, particularly in higher education where teachers and students are expected to engage with digital resources/tools on a regular basis. This shift has irrevocably changed the face of education and digital literacy has evolved to be more than just the ability to use digital tools — it now encompasses the critical skills/competencies that require teachers and students to navigate, analyse, and create information within the digital space. Adopting the hexagonal socio-technical systems theory (University of Leeds, 2023), a pilot digitalised sailing theory course was launched for adult learners at both beginner and intermediate levels from 2022. Within a broadly interpretive approach (Erickson, 1998), the analysis of the feedback involved the refinement of the major and common ideas (Mayring, 2000) held by the learners in their voluntary evaluation at the end of their course(s). The preliminary analysis highlighted two themes: pedagogically driven digital education accommodates diverse learners’ needs and deeper partnerships are established for teacher and learners as well as among learners through a digitalised course. Majority of the learners expressed the benefits of coming into the practical sessions by “feeling you know something already” as they were able to complete the digitalised sailing theory course at their own pace (i.e., less overwhelming), with repetitions (i.e., consolidating individual learning) and evaluate their understanding via the quizzes that provide instant feedback (i.e., self-check). It is worth noting that the average score of the quizzes was 94% and 98% at both levels respectively. Hence, the learners’ confidence/comfort levels were increased during the practical sessions and with that, it enhanced the positive learning experiences during the practical sessions. Most importantly, both teacher and learners found that the digitalised sailing theory course has helped to develop a deeper partnership between teacher-learners and among learners. This is particularly when the learners had already ‘met’ the teacher in the short videos and thus could ask targeted questions during the practical sessions. Very often, the questions turned into meaningful conversations between teacher-learners and among learners, addressing individual learning progress. As concluded by Deshmukh, et. al., (2022), such conversational discussions give the teacher opportunities to “provide challenge or support as needed” for the learners in a responsive manner. In short, the positive learners’ feedback ensures that similar initiatives could be adopted in today’s higher education when the curricula are developed digitally to support diverse students for deeper partnerships between teachers-students and among students, while serving as","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many educators and learning analytics practitioners find themselves in ‘learning analytics limbo’, with access only to simplistic one-size-fits-all vendor-driven LA dashboards, as they wait for development of possible future LA solutions that would allow customizations that genuinely cater to differences in learning design and educator skills. We present here a simple and pragmatically oriented project that allows individual educators to build and customize an LA solution ‘at home’ with relatively simple tools. This open-source project takes advantage of data available to an educator via the LMS, and allows them to develop and customize an educator-facing dashboard that meets their teaching and learning design needs. This small-scale solution allows local educators and practitioners to continue to build their data literacy and LA-informed teaching skills, and to contribute to ongoing institutional learning through sharing their experience with institutional LA teams.
许多教育工作者和学习分析从业者发现自己处于 "学习分析的边缘"，只能使用供应商驱动的简单的 "一刀切 "式学习分析仪表板，因为他们在等待未来可能的学习分析解决方案的开发，这些解决方案将允许定制，以真正满足学习设计和教育者技能的差异。 我们在此介绍一个简单实用的项目，它允许教育工作者利用相对简单的工具，"在家里 "构建和定制 LA 解决方案。这个开源项目利用教育工作者通过学习管理系统获得的数据，允许他们开发和定制一个面向教育工作者的仪表板，以满足他们的教学和学习设计需求。这种小规模的解决方案使当地的教育工作者和实践者能够继续提高他们的数据素养和以洛杉矶模式为基础的教学技能，并通过与机构的洛杉矶团队分享他们的经验，为机构的持续学习做出贡献。
{"title":"The “IKEA Model” for pragmatic development of a custom learning analytics dashboard","authors":"L. Macfadyen, Alison Myers","doi":"10.14742/apubs.2023.465","DOIUrl":"https://doi.org/10.14742/apubs.2023.465","url":null,"abstract":"Many educators and learning analytics practitioners find themselves in ‘learning analytics limbo’, with access only to simplistic one-size-fits-all vendor-driven LA dashboards, as they wait for development of possible future LA solutions that would allow customizations that genuinely cater to differences in learning design and educator skills. We present here a simple and pragmatically oriented project that allows individual educators to build and customize an LA solution ‘at home’ with relatively simple tools. This open-source project takes advantage of data available to an educator via the LMS, and allows them to develop and customize an educator-facing dashboard that meets their teaching and learning design needs. This small-scale solution allows local educators and practitioners to continue to build their data literacy and LA-informed teaching skills, and to contribute to ongoing institutional learning through sharing their experience with institutional LA teams.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139216604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Frenemies - Unleashing the Power of ChatGPT in Assessments","authors":"Matthew Wysel","doi":"10.14742/apubs.2023.653","DOIUrl":"https://doi.org/10.14742/apubs.2023.653","url":null,"abstract":"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.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This highly interactive and provocative hypothetical-style panel discussion will take the audience on a collective journey through the complexity and challenges of strategically designing and delivering online learning in a post-digital, post-crisis new normal. The aim of the panel is to collectively shift the dial on how we understand, articulate, and develop the benefit of learning design to the institution, how others have been extremely successful in doing that (and what can we learn from them) and how we are collectively struggling with precarious contracts, budgets, de-professionalisation and constantly shifting priorities as we return to a campus-based teaching and learning experience. Drawing on the principles of hyperreality, participants will become part of the community of a hypothetical university. Through highly interactive and immersive scenarios the panel session will collectively traverse the transitional, uncertain spaces of a post-crisis university and design for an educational future that learns from the relationships between people and technology to make teaching and learning better.
{"title":"End of Learning Design?","authors":"Peter Bryant, L. Phipps, Donna Lanclos","doi":"10.14742/apubs.2023.540","DOIUrl":"https://doi.org/10.14742/apubs.2023.540","url":null,"abstract":"This highly interactive and provocative hypothetical-style panel discussion will take the audience on a collective journey through the complexity and challenges of strategically designing and delivering online learning in a post-digital, post-crisis new normal. The aim of the panel is to collectively shift the dial on how we understand, articulate, and develop the benefit of learning design to the institution, how others have been extremely successful in doing that (and what can we learn from them) and how we are collectively struggling with precarious contracts, budgets, de-professionalisation and constantly shifting priorities as we return to a campus-based teaching and learning experience. Drawing on the principles of hyperreality, participants will become part of the community of a hypothetical university. Through highly interactive and immersive scenarios the panel session will collectively traverse the transitional, uncertain spaces of a post-crisis university and design for an educational future that learns from the relationships between people and technology to make teaching and learning better.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.
{"title":"Harnessing H5P for Asynchronous Active Learning","authors":"Nguyen Bui, Claire Brooks","doi":"10.14742/apubs.2023.572","DOIUrl":"https://doi.org/10.14742/apubs.2023.572","url":null,"abstract":"Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Miguel Canizares, A. Gibson, David Lovell, Jill Willis
Learning analytics systems often use interactive visualisations to display information. Interactivity is typically used by visualisation designers to reduce cognitive load for users. However, our research suggests that interactivity holds significant value beyond the reduction of cognitive load. Informed by theories about meaning, perception and experience, we propose that interactive visualisations promote emergent meaning-making processes which should be accounted for in the design of interactive learning analytics visualisations. We present findings from a qualitative study of four teachers engaging with interactive visualisations in an Australian university. The study used a think-a-loud protocol and a semi-structured interview which were coded according to theory-informed constructs of dimensions of meaning and interaction opportunities. Our findings suggest that interactive visualisations that had been designed with regard to meaning-making stimulated users to engage more deeply with the data and explore it at different resolutions, from overview to detail. The interactive visualisations afforded more opportunities for users to gain understanding and insights they found meaningful. While this is a small study, we argue that it opens up promising avenues for further investigation; provides a practical approach to gather further useful data about interactivity and meaning-making; and suggests new principles that may be helpful for designers of interactive learning analytics visualisations.
{"title":"Towards meaning-making with interactive visualisations","authors":"Miguel Canizares, A. Gibson, David Lovell, Jill Willis","doi":"10.14742/apubs.2023.487","DOIUrl":"https://doi.org/10.14742/apubs.2023.487","url":null,"abstract":"Learning analytics systems often use interactive visualisations to display information. Interactivity is typically used by visualisation designers to reduce cognitive load for users. However, our research suggests that interactivity holds significant value beyond the reduction of cognitive load. Informed by theories about meaning, perception and experience, we propose that interactive visualisations promote emergent meaning-making processes which should be accounted for in the design of interactive learning analytics visualisations. We present findings from a qualitative study of four teachers engaging with interactive visualisations in an Australian university. The study used a think-a-loud protocol and a semi-structured interview which were coded according to theory-informed constructs of dimensions of meaning and interaction opportunities. Our findings suggest that interactive visualisations that had been designed with regard to meaning-making stimulated users to engage more deeply with the data and explore it at different resolutions, from overview to detail. The interactive visualisations afforded more opportunities for users to gain understanding and insights they found meaningful. While this is a small study, we argue that it opens up promising avenues for further investigation; provides a practical approach to gather further useful data about interactivity and meaning-making; and suggests new principles that may be helpful for designers of interactive learning analytics visualisations.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aslihan Mccarthy, Clare Mcnally, Denise Bailey, Matt White
Self-directed learning (SDL), alternatively known as self-regulated learning (SRL), is an umbrella term that can be broadly defined as the learner’s ability to make plans according to their individual needs and use learning resources and methods to master a knowledge or necessary skills (Van der Walt, 2016; Russell et al. 2022). It is a systematic control of motivation and tightly linked to self-awareness, agency, and the sense of being in control of the learning process (Russell et al. 2022). Despite ever increasing reference to SDL in health professions education, it is not well-studied in clinical settings (Lui & Sullivan 2021, Murad et al. 2010, Yeo and Jang 2023). In 2021-2022 we adopted some of the main principles of the SDL approach, namely goal setting, self-monitoring, self-reflection, self-evaluation, to clinical education in Bachelor of Oral Health and Doctor of Dentistry programs at the University of Melbourne by utilising a digital e-portfolio platform, Pebblepad. In this presentation, we will walk you through the iterative design process of digital clinical assessment forms. This process allowed us to refine our materials and strategies in consultation with our students, teaching and learning staff and clinical supervisors as we go. We supported our students to a) identify gaps in application of their clinical knowledge via learning analytics dashboards, b) generate goals for improvement through structured reflection and c) assess their practice through self-evaluation rubrics. We are still improving our concept to foster SDL in our programs. We take this opportunity to reflect on what went well as opposed to areas for improvement, and demonstrate the power of using different digital tools in clinical education settings. We believe “thinking outside the box” can help students become self-directed learners through collaboration, continuous improvement, and flexibility.
{"title":"Adopting self-directed learning principles in clinical education with Pebblepad","authors":"Aslihan Mccarthy, Clare Mcnally, Denise Bailey, Matt White","doi":"10.14742/apubs.2023.567","DOIUrl":"https://doi.org/10.14742/apubs.2023.567","url":null,"abstract":"Self-directed learning (SDL), alternatively known as self-regulated learning (SRL), is an umbrella term that can be broadly defined as the learner’s ability to make plans according to their individual needs and use learning resources and methods to master a knowledge or necessary skills (Van der Walt, 2016; Russell et al. 2022). It is a systematic control of motivation and tightly linked to self-awareness, agency, and the sense of being in control of the learning process (Russell et al. 2022). Despite ever increasing reference to SDL in health professions education, it is not well-studied in clinical settings (Lui & Sullivan 2021, Murad et al. 2010, Yeo and Jang 2023). In 2021-2022 we adopted some of the main principles of the SDL approach, namely goal setting, self-monitoring, self-reflection, self-evaluation, to clinical education in Bachelor of Oral Health and Doctor of Dentistry programs at the University of Melbourne by utilising a digital e-portfolio platform, Pebblepad. In this presentation, we will walk you through the iterative design process of digital clinical assessment forms. This process allowed us to refine our materials and strategies in consultation with our students, teaching and learning staff and clinical supervisors as we go. We supported our students to a) identify gaps in application of their clinical knowledge via learning analytics dashboards, b) generate goals for improvement through structured reflection and c) assess their practice through self-evaluation rubrics. We are still improving our concept to foster SDL in our programs. We take this opportunity to reflect on what went well as opposed to areas for improvement, and demonstrate the power of using different digital tools in clinical education settings. We believe “thinking outside the box” can help students become self-directed learners through collaboration, continuous improvement, and flexibility.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maryam Sharifkhani, Jonathan Davidson, Kathryn MacCallum, Jan Evans-Freeman, Cheryl Brown, Chris Bullsmith, Brodwyne Richards
The adoption of Virtual Labs (VLs) as a pedagogical tool in higher education is rapidly increasing, especially with the recent shift towards remote learning during the COVID-19 pandemic. VLs offer a digital alternative to traditional laboratory settings, employing computer graphics, simulations, and interactive models to create immersive and interactive learning experiences. While the pedagogical benefits of VLs are well-established, their potential contribution to sustainability within Higher Education Institutions (HEIs) remains ambiguous. This paper aims to address this ambiguity by conducting a literature review to examine the sustainability implications of adopting VLs in HEIs. This literature review reveals that VLs have the potential to enhance sustainability in HEIs across multiple dimensions. However, the literature highlights challenges and limitations associated with implementing VLs despite the positive indications. These include issues related to usability, technical challenges, and the potential costs associated with the adoption of VLs. This literature review suggests the need for further research on the adoption of VLs in HEIs, specifically in relation to achieving the SDGs. It emphasises the importance of considering pedagogical aspects and implementing innovative teaching practices to maximise the long-term effectiveness of VLs. By shedding light on the intersection of VLs and sustainability in HEIs, this research contributes to a broader understanding of how adoption of VLs, can foster a stronger connection between people, the environment, and pedagogy, creating the way for a more sustainable and inclusive future of education.
{"title":"Sustainable practices in education","authors":"Maryam Sharifkhani, Jonathan Davidson, Kathryn MacCallum, Jan Evans-Freeman, Cheryl Brown, Chris Bullsmith, Brodwyne Richards","doi":"10.14742/apubs.2023.539","DOIUrl":"https://doi.org/10.14742/apubs.2023.539","url":null,"abstract":"The adoption of Virtual Labs (VLs) as a pedagogical tool in higher education is rapidly increasing, especially with the recent shift towards remote learning during the COVID-19 pandemic. VLs offer a digital alternative to traditional laboratory settings, employing computer graphics, simulations, and interactive models to create immersive and interactive learning experiences. While the pedagogical benefits of VLs are well-established, their potential contribution to sustainability within Higher Education Institutions (HEIs) remains ambiguous. This paper aims to address this ambiguity by conducting a literature review to examine the sustainability implications of adopting VLs in HEIs. This literature review reveals that VLs have the potential to enhance sustainability in HEIs across multiple dimensions. However, the literature highlights challenges and limitations associated with implementing VLs despite the positive indications. These include issues related to usability, technical challenges, and the potential costs associated with the adoption of VLs. This literature review suggests the need for further research on the adoption of VLs in HEIs, specifically in relation to achieving the SDGs. It emphasises the importance of considering pedagogical aspects and implementing innovative teaching practices to maximise the long-term effectiveness of VLs. By shedding light on the intersection of VLs and sustainability in HEIs, this research contributes to a broader understanding of how adoption of VLs, can foster a stronger connection between people, the environment, and pedagogy, creating the way for a more sustainable and inclusive future of education.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching and learning is being transformed by Generative Artificial Intelligence (gen-AI). Gen-AI in the form of tools such as Midjourney and ChatGPT provide opportunities for novel partnerships between human and non-human actors in the field of education. Unlike previous technologies such as augmented and virtual reality, which encountered barriers due to their high costs, complexity, and demanding implementation processes, gen-AI has the potential to more broadly reshape digital pedagogy with its low cost, accessibility, and ease of adoption. In Higher Education, the initial attention on gen-AI was driven by a focus on students utilising AI-text generators in assessments (Rudolph et al., 2023). Yet, for course design and development gen-AI-human partnerships have the potential to yield results that surpass the creativity, originality, and efficiency of individual efforts (Halaweh, 2023). We already have a research base about how human actors collaborate when designing and developing courses to create exceptional student experiences (Chen & Carliner, 2020), but what is possible with the addition of non-human actors? In what way will human-AI partnerships enhance the existing ways that we design and develop courses and programs? Emerging case studies around the use of gen-AI for course design and development shed light on the possibilities as well as the risks involved in these partnerships (Airey et al., 2023). But when this is implemented in practice, what are the possible outcomes? Focusing on the theme of Digital Pedagogy this poster presentation will share examples of how the power of gen-AI has been unleashed for digital education development. Within our context as third-space professionals, we work with academic staff to rapidly develop micro-credentials for a global audience. In this work, we have integrated gen-AI as a non-human partner to help us generate efficiencies in our work and enhance the quality of the courses we output. This poster presentation will share innovative practical examples of how digital educational developers have utilised the affordances of text-based, image-based, and coding-based gen-AI to create artefacts such as interactive learning content and enhanced visuals to support learning. These examples demonstrate how human-non-human partnerships can be leveraged to maximise the human ‘value add’ while gaining time and resource efficiencies in the implementation of digital pedagogies. The examples are unpacked as part of the digital poster to show the ‘behind the scenes’ of how they were created in partnership with gen-AI. Finally, this poster will share the development of sustainable prompts that can be reused in different contexts, thereby further capitalising on the affordances of gen-AI. Due to the recent emergence of gen-AI in teaching and learning, case studies such as this one, are crucial in revealing how we incorporate gen-AI, providing transparency in pedagogical decisions, making them replicable, and
{"title":"Unleashing the power of gen-AI for digital education development","authors":"Richard McInnes, Mark Carandang, Ajay Kulkarni","doi":"10.14742/apubs.2023.520","DOIUrl":"https://doi.org/10.14742/apubs.2023.520","url":null,"abstract":"Teaching and learning is being transformed by Generative Artificial Intelligence (gen-AI). Gen-AI in the form of tools such as Midjourney and ChatGPT provide opportunities for novel partnerships between human and non-human actors in the field of education. Unlike previous technologies such as augmented and virtual reality, which encountered barriers due to their high costs, complexity, and demanding implementation processes, gen-AI has the potential to more broadly reshape digital pedagogy with its low cost, accessibility, and ease of adoption. In Higher Education, the initial attention on gen-AI was driven by a focus on students utilising AI-text generators in assessments (Rudolph et al., 2023). Yet, for course design and development gen-AI-human partnerships have the potential to yield results that surpass the creativity, originality, and efficiency of individual efforts (Halaweh, 2023). We already have a research base about how human actors collaborate when designing and developing courses to create exceptional student experiences (Chen & Carliner, 2020), but what is possible with the addition of non-human actors? In what way will human-AI partnerships enhance the existing ways that we design and develop courses and programs? Emerging case studies around the use of gen-AI for course design and development shed light on the possibilities as well as the risks involved in these partnerships (Airey et al., 2023). But when this is implemented in practice, what are the possible outcomes? Focusing on the theme of Digital Pedagogy this poster presentation will share examples of how the power of gen-AI has been unleashed for digital education development. Within our context as third-space professionals, we work with academic staff to rapidly develop micro-credentials for a global audience. In this work, we have integrated gen-AI as a non-human partner to help us generate efficiencies in our work and enhance the quality of the courses we output. This poster presentation will share innovative practical examples of how digital educational developers have utilised the affordances of text-based, image-based, and coding-based gen-AI to create artefacts such as interactive learning content and enhanced visuals to support learning. These examples demonstrate how human-non-human partnerships can be leveraged to maximise the human ‘value add’ while gaining time and resource efficiencies in the implementation of digital pedagogies. The examples are unpacked as part of the digital poster to show the ‘behind the scenes’ of how they were created in partnership with gen-AI. Finally, this poster will share the development of sustainable prompts that can be reused in different contexts, thereby further capitalising on the affordances of gen-AI. Due to the recent emergence of gen-AI in teaching and learning, case studies such as this one, are crucial in revealing how we incorporate gen-AI, providing transparency in pedagogical decisions, making them replicable, and ","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139221129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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