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":"16 1","pages":""},"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}
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":"1 1","pages":""},"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}
This project aims to build effective empathic communication training for healthcare students using conversational AI and Virtual Patients. An umbrella review of empathy training in healthcare will be used to create a framework for designing effective empathy training. We will investigate two different implementations of Virtual Patients through a pilot study with speech-language therapy students from the University of Auckland. We will engage students, educators and patients in theexperimental studies, following co-design and design-based research methodology.
{"title":"Empathic communication training in healthcare using Virtual Patients","authors":"Monika Byrne","doi":"10.14742/apubs.2023.683","DOIUrl":"https://doi.org/10.14742/apubs.2023.683","url":null,"abstract":"This project aims to build effective empathic communication training for healthcare students using conversational AI and Virtual Patients. An umbrella review of empathy training in healthcare will be used to create a framework for designing effective empathy training. We will investigate two different implementations of Virtual Patients through a pilot study with speech-language therapy students from the University of Auckland. We will engage students, educators and patients in theexperimental studies, following co-design and design-based research methodology.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139226688","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":"18 1 1","pages":""},"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}
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":"5 1","pages":""},"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}
Online learning is a well-established mode for tertiary education and training. However, technology-mediated learning at a distance continues to face challenges to participant engagement, despite the proliferation of models of effective online learning and the implementation of increasingly sophisticated technologies to enhance learning (Bragg, Walsh & Heyeres, 2021). The critical need to build and maintain relationships for effective learning continues to be confounded by the geographic and temporal distribution of online participants as well as the nuances of the technology in use. Online learning occurs in collaborative text-spaces within learning management systems, social media spaces and their attendant learning objects such as forums, many of which foreground language as the primary resource for making meaning with others. As such, ongoing challenges to engagement in online learning may be viewed with fresh eyes by considering the language-based interpersonal affordances of these text-spaces. This pecha kucha presentation examines how the language choices made by learning facilitators impact on student engagement in online learning. It draws on a case study of the strategic use of evaluative language – the language used to express feelings and build relationships - by one teacher educator to engage initial teacher education students in online learning. Underpinned by the Systemic Functional Linguistic model of language (Halliday & Matthiessen, 2014) and following Martin & White (2005), appraisal analysis of weekly forum posts across three iterations of a unit of study shows how changes to language choices made by the teacher educator positively impacted on student engagement. This illuminates the relationship between online learning and language, and how judicious use of language-based meaning making resources can be used to improve online participant engagement.
{"title":"Online learning and language","authors":"Rachael Adlington, Catherine Volpe","doi":"10.14742/apubs.2023.659","DOIUrl":"https://doi.org/10.14742/apubs.2023.659","url":null,"abstract":"Online learning is a well-established mode for tertiary education and training. However, technology-mediated learning at a distance continues to face challenges to participant engagement, despite the proliferation of models of effective online learning and the implementation of increasingly sophisticated technologies to enhance learning (Bragg, Walsh & Heyeres, 2021). The critical need to build and maintain relationships for effective learning continues to be confounded by the geographic and temporal distribution of online participants as well as the nuances of the technology in use. Online learning occurs in collaborative text-spaces within learning management systems, social media spaces and their attendant learning objects such as forums, many of which foreground language as the primary resource for making meaning with others. As such, ongoing challenges to engagement in online learning may be viewed with fresh eyes by considering the language-based interpersonal affordances of these text-spaces. This pecha kucha presentation examines how the language choices made by learning facilitators impact on student engagement in online learning. It draws on a case study of the strategic use of evaluative language – the language used to express feelings and build relationships - by one teacher educator to engage initial teacher education students in online learning. Underpinned by the Systemic Functional Linguistic model of language (Halliday & Matthiessen, 2014) and following Martin & White (2005), appraisal analysis of weekly forum posts across three iterations of a unit of study shows how changes to language choices made by the teacher educator positively impacted on student engagement. This illuminates the relationship between online learning and language, and how judicious use of language-based meaning making resources can be used to improve online participant engagement.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224378","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":"21 1","pages":""},"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}
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.
{"title":"Mentoring of Female and Minority Leaders in Higher Educational Settings","authors":"Heath Henwood","doi":"10.14742/apubs.2023.545","DOIUrl":"https://doi.org/10.14742/apubs.2023.545","url":null,"abstract":"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.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224698","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}
Muhammad Hasibuan, Mark Reynolds, Sally Male, Ghulam Mubashar Hassan
Students' capability to metacognitively regulate themselves—cognitively or behaviourally—in their learning plays a pivotal role in determining their academic performance. The dynamic aspect of Self-Regulated Learning (SRL) will be challenging to capture if it relies on perceptual data obtained from students through questionnaires and interviews and only at specific points in time. One potential alternative is to use an approach that captures student activity data in real-time throughout the learning period. Given the context-sensitivity involved in measuring SRL via event data, a solid theoretical foundation is essential in analysing patterns of SRL behaviour using event log data. This scoping review paper aims to identify and map how the empirical studies in this area consider SRL theory or models, not only when interpreting analytical results but also when designing instruction and interpreting SRL indicators from raw data. A thorough literature search was performed on various online databases, including Scopus, IEEExplorer, ProQuest, and Web of Science, to identify relevant studies. Following the PRISMA scoping review (PRISMA-ScR) as a protocol for the review, 39 studies published between 2012 and 2023 were included. This study found limited studies incorporating SRL theory in every analysis stage, from designing instruction to preprocessing event data and interpreting analytical models. This study also highlighted the importance of including contextual and theoretical factors when assessing self-regulatory behavioural patterns.
学生在学习过程中的元认知自我调节能力（认知或行为）对其学业成绩起着举足轻重的作用。如果仅依靠通过问卷调查和访谈从学生那里获得的感知数据，并且仅在特定的时间点上进行，那么要捕捉自我调节学习（SRL）的动态方面将具有挑战性。一种可能的替代方法是使用一种在整个学习期间实时捕捉学生活动数据的方法。鉴于通过事件数据测量自学能力所涉及的情境敏感性，在使用事件日志数据分析自学能力行为模式时，坚实的理论基础至关重要。本范围综述论文旨在确定和绘制该领域的实证研究如何考虑自学能力理论或模型，不仅在解释分析结果时，而且在设计教学和解释原始数据中的自学能力指标时。本文在 Scopus、IEEExplorer、ProQuest 和 Web of Science 等多个在线数据库中进行了全面的文献检索，以确定相关研究。按照 PRISMA 范围审查（PRISMA-ScR）作为审查协议，纳入了 2012 年至 2023 年间发表的 39 项研究。本研究发现，将 SRL 理论纳入从设计教学到预处理事件数据和解释分析模型等各个分析阶段的研究十分有限。本研究还强调了在评估自我调节行为模式时纳入情境和理论因素的重要性。
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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":"16 3","pages":""},"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}
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