Learning Analytics and staff-facing dashboards enable educators to gain insights into student learning, enhancing teaching practices and learning outcomes. Student-facing dashboards (SFDs) can also prove advantageous for students as they empower them to better interpret their results, promote self-reflection with the goal of improving their academic performance. Whilst there is no currently preferred software solution for implementing dashboards. Through the authors’ reflections of creating SFDs, using assessment and ePortfolio asset data, this can be achieved with free or readily available tools. This concise paper used initiatives for the author to reflect upon the process creating SFDs. Investigations for opportunities to refine dashboards are also presented.
{"title":"The missing link in Learning Analytics","authors":"Matthew White, Kashmira Dave, Henk Huijser","doi":"10.14742/apubs.2023.630","DOIUrl":"https://doi.org/10.14742/apubs.2023.630","url":null,"abstract":"Learning Analytics and staff-facing dashboards enable educators to gain insights into student learning, enhancing teaching practices and learning outcomes. Student-facing dashboards (SFDs) can also prove advantageous for students as they empower them to better interpret their results, promote self-reflection with the goal of improving their academic performance. Whilst there is no currently preferred software solution for implementing dashboards. Through the authors’ reflections of creating SFDs, using assessment and ePortfolio asset data, this can be achieved with free or readily available tools. This concise paper used initiatives for the author to reflect upon the process creating SFDs. Investigations for opportunities to refine dashboards are also 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":"139225812","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 draws upon the authors' extensive experience in designing and delivering simulation-based courses in both Australia and New Zealand. Through their first-hand experience, they have found that simulation-based courses offer distinct advantages compared to traditional pedagogical approaches. Participants in these courses exhibit enhanced learning and retention due to their active engagement and sense of ownership in the learning process. By adopting a "hands-on" approach, the majority of course time is dedicated to experiential learning and discovery rather than passive listening (Garris, Ahlers & Driskell, 2002). The purpose of this article is to present and elaborate on how simulations can be used in business education along with insights the authors have gained over the years. In most business simulations, learners are immersed in the role of managing a firm within a competitive environment(s), engage in competition with other firms operating in the same industry, and strive to effectively produce, market goods, and optimize resource management for sustainable growth. Throughout the process of completing the simulation students have noted that they not only expand their business knowledge but also improve their employability skills, particularly teamwork, problem solving, communication and critical analysis. This paper also reflects on the relationships built throughout the simulation course.
{"title":"Unlocking student success","authors":"Sandy Barker, Audrea Warner","doi":"10.14742/apubs.2023.510","DOIUrl":"https://doi.org/10.14742/apubs.2023.510","url":null,"abstract":"This paper draws upon the authors' extensive experience in designing and delivering simulation-based courses in both Australia and New Zealand. Through their first-hand experience, they have found that simulation-based courses offer distinct advantages compared to traditional pedagogical approaches. Participants in these courses exhibit enhanced learning and retention due to their active engagement and sense of ownership in the learning process. By adopting a \"hands-on\" approach, the majority of course time is dedicated to experiential learning and discovery rather than passive listening (Garris, Ahlers & Driskell, 2002). The purpose of this article is to present and elaborate on how simulations can be used in business education along with insights the authors have gained over the years. In most business simulations, learners are immersed in the role of managing a firm within a competitive environment(s), engage in competition with other firms operating in the same industry, and strive to effectively produce, market goods, and optimize resource management for sustainable growth. Throughout the process of completing the simulation students have noted that they not only expand their business knowledge but also improve their employability skills, particularly teamwork, problem solving, communication and critical analysis. This paper also reflects on the relationships built throughout the simulation course.","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":"139227131","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}
Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers where technological advances, outsourcing, globalisation, and more recent global pandemic impacts on the business world have made higher-level cognitive skills essential at the entry level in disciplines such as accounting. Yet despite critical thinking being a common university graduate attribute, accounting graduates are not meeting employers’ expectations in relation to thinking skills. This study investigates whether a pedagogical intervention that emphasises knowledge construction could stimulate student critical thinking skills.
{"title":"Prior knowledge as a limiting factor in critical thinking skills development","authors":"Ellinor Allen, Colin Jevons","doi":"10.14742/apubs.2023.631","DOIUrl":"https://doi.org/10.14742/apubs.2023.631","url":null,"abstract":"Recently, advances in generative AI have highlighted the importance of skills that (currently) are exclusively human characteristics, of which insightful critical thinking is one. Critical thinking is vital for many professional careers where technological advances, outsourcing, globalisation, and more recent global pandemic impacts on the business world have made higher-level cognitive skills essential at the entry level in disciplines such as accounting. Yet despite critical thinking being a common university graduate attribute, accounting graduates are not meeting employers’ expectations in relation to thinking skills. This study investigates whether a pedagogical intervention that emphasises knowledge construction could stimulate student critical thinking skills.","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":"139227926","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 explores the diversity of qualifications, interpersonal skills, and career pathways of learning designers. Through a convenience sampling approach utilizing LinkedIn data, the study reveals that while education is a common qualification, it is not the sole determinant of success in the field. Notably, training, development, and leadership are identified as the most endorsed interpersonal skills. The research also identifies three distinct career pathways: hierarchical, industry-based, and traditional learning design pathways. Building upon these findings, we introduce a tool that defines core competencies and evidence for entry-level, mid-career, and senior learning designers. This tool can serve as a valuable resource for the recruitment and development of learning design staff, contributing to a better understanding and recognition of the pivotal role of learning designers in the teaching and learning process.
{"title":"Surveying LinkedIn profiles of learning designers","authors":"Dawn Gilmore, Chinh Nguyen","doi":"10.14742/apubs.2023.523","DOIUrl":"https://doi.org/10.14742/apubs.2023.523","url":null,"abstract":"This paper explores the diversity of qualifications, interpersonal skills, and career pathways of learning designers. Through a convenience sampling approach utilizing LinkedIn data, the study reveals that while education is a common qualification, it is not the sole determinant of success in the field. Notably, training, development, and leadership are identified as the most endorsed interpersonal skills. The research also identifies three distinct career pathways: hierarchical, industry-based, and traditional learning design pathways. Building upon these findings, we introduce a tool that defines core competencies and evidence for entry-level, mid-career, and senior learning designers. This tool can serve as a valuable resource for the recruitment and development of learning design staff, contributing to a better understanding and recognition of the pivotal role of learning designers in the teaching and learning process.","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":"139215548","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}
Professional judgment is an essential and expected graduate skill. The ability to make considered judgments based on sound critical thinking must be developed progressively by students throughout their lifelong learning journey. To support Business School students critical thinking development, an innovative series of interactive and scaffolded tutorial tools were created in Excel. Based on real world business scenarios, students develop the necessary skills to justify and make robust professional judgments. Used as supportive tutorial activities with formative feedback opportunities, students learnt how to perform the necessary steps and argue related justifications. To go deeper, students further question the unresolved and unreasonable, determine the impacts of what if scenarios and make confident decisions that influence professional judgments. This innovative interactive approach provides students with several autonomy and self-efficacy experiences and brings students confidently into the realm of doing (Schwartz et al., 2012). It is adaptive to professional judgment based units of study across all disciplines. For adaptation in more technical and practice based domains, the Excel tutorial worksheet contained background information for the business world scenario. At each sub decision point, data validation and conditional formatting tools have been adopted to allow students to explore drop down possible choices. These are subsequently linked to possible justifications, further information required questions, what if diagrams, and descriptors of how these influence critical justifications. To highlight connection to logical thinking, a “Green to go” colour change code is used which allows students to confirm their understanding or seek further support. Working with students in tutorial time and using the MS Excel text colour function, teaching staff model critical thinking and professional business world expectations. The file’s interactive decision making process, supportive explanatory notes and tips are unveiled so the professional judgment is made in partnership between students and staff. This tool can also be used to develop critical thinking for extended written response decisions. This adaption is designed as a step by step supportive essay planner and response template. Within the Excel worksheet, the essay question is broken down into separate sectional row tasks (introduction, discussion of theories, related application, conclusion). Each sectional row contains an in tutorial discussion box (completed in the expansive social tutorial time), your own response box and, using the Excel data validation tool, a drop down marking rubric. Students are encouraged to complete a full essay response and, via the share function, forward their Excel response to the teaching team who provide formative feedback. The approach’s visual and supported critical thinking path assists students to form their own opinions from many perspectives, m
{"title":"Excel – a new way to join the dots","authors":"Louise Luff","doi":"10.14742/apubs.2023.611","DOIUrl":"https://doi.org/10.14742/apubs.2023.611","url":null,"abstract":"Professional judgment is an essential and expected graduate skill. The ability to make considered judgments based on sound critical thinking must be developed progressively by students throughout their lifelong learning journey. To support Business School students critical thinking development, an innovative series of interactive and scaffolded tutorial tools were created in Excel. Based on real world business scenarios, students develop the necessary skills to justify and make robust professional judgments. Used as supportive tutorial activities with formative feedback opportunities, students learnt how to perform the necessary steps and argue related justifications. To go deeper, students further question the unresolved and unreasonable, determine the impacts of what if scenarios and make confident decisions that influence professional judgments. This innovative interactive approach provides students with several autonomy and self-efficacy experiences and brings students confidently into the realm of doing (Schwartz et al., 2012). It is adaptive to professional judgment based units of study across all disciplines. For adaptation in more technical and practice based domains, the Excel tutorial worksheet contained background information for the business world scenario. At each sub decision point, data validation and conditional formatting tools have been adopted to allow students to explore drop down possible choices. These are subsequently linked to possible justifications, further information required questions, what if diagrams, and descriptors of how these influence critical justifications. To highlight connection to logical thinking, a “Green to go” colour change code is used which allows students to confirm their understanding or seek further support. Working with students in tutorial time and using the MS Excel text colour function, teaching staff model critical thinking and professional business world expectations. The file’s interactive decision making process, supportive explanatory notes and tips are unveiled so the professional judgment is made in partnership between students and staff. This tool can also be used to develop critical thinking for extended written response decisions. This adaption is designed as a step by step supportive essay planner and response template. Within the Excel worksheet, the essay question is broken down into separate sectional row tasks (introduction, discussion of theories, related application, conclusion). Each sectional row contains an in tutorial discussion box (completed in the expansive social tutorial time), your own response box and, using the Excel data validation tool, a drop down marking rubric. Students are encouraged to complete a full essay response and, via the share function, forward their Excel response to the teaching team who provide formative feedback. The approach’s visual and supported critical thinking path assists students to form their own opinions from many perspectives, m","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":"139217438","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 article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level capability model, but only the lowest level of this model. The Delphi panel comprised 17 experts in AI, and the first round of the study used a survey to gather the experts' responses in three areas that were based on previous literature - knowledge (and concepts) of AI, skills related to AI, and understanding AI in context. A structured thematic analysis revealed several themes under these categories. For foundational knowledge and concepts, it was determined that three areas were needed, namely 1) what is AI? 2) applications of AI, and 3) AI technologies. Skills were divided into cognitive and technical skills, with cognitive skills further divided into 21st-century and applied skills. Understandings comprised social issues, risks, and debates. The repeated ideas that formed these themes gave rich insights into how an AI literacy curriculum might be structured and provided a firm foundation for subsequent rounds of the study, which will involve further iteration and consolidation of these ideas.
{"title":"Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study","authors":"K. MacCallum, David Parsons, Mahsa Mohaghegh","doi":"10.14742/apubs.2023.672","DOIUrl":"https://doi.org/10.14742/apubs.2023.672","url":null,"abstract":"This article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level capability model, but only the lowest level of this model. The Delphi panel comprised 17 experts in AI, and the first round of the study used a survey to gather the experts' responses in three areas that were based on previous literature - knowledge (and concepts) of AI, skills related to AI, and understanding AI in context. A structured thematic analysis revealed several themes under these categories. For foundational knowledge and concepts, it was determined that three areas were needed, namely 1) what is AI? 2) applications of AI, and 3) AI technologies. Skills were divided into cognitive and technical skills, with cognitive skills further divided into 21st-century and applied skills. Understandings comprised social issues, risks, and debates. The repeated ideas that formed these themes gave rich insights into how an AI literacy curriculum might be structured and provided a firm foundation for subsequent rounds of the study, which will involve further iteration and consolidation of these ideas.","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":"139217846","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}
With the advent of Artificial Intelligence (AI) in educational settings, particularly the integration of tools like ChatGPT, research on the impact of ChatGPT in education becomes a critical and timely endeavor, especially when it includes insights from students rather than just teachers. This exploratory study aims to examine students’ attitudes, perceptions, and ethical concerns towards AI integration in learning environments by directly engaging 60 students from diverse geographical regions and educational background. The sample includes students from urban higher education and suburban high school. The study is founded on a quantitative research design and cross-sectional survey methodology. The findings reveal a clear digital divide in AI usage, with urban students demonstrating more engagement with ChatGPT for educational purposes than their suburban counterparts, thereby unveiling an underlying disparity in technological access. Ambiguity prevails among students about distinct functionalities and benefits of AI language models like ChatGPT, hinting at the need for clearer elucidation of AI’s unique capabilities. Ethical concerns also emerge, especially regarding AI accuracy and the potential for misuse leading to a decline in critical thinking skills. However, despite these challenges, students generally express optimism about the future refinement and widespread application of ChatGPT. In conclusion, this study underscores the importance of promoting digital inclusivity, establishing clear ethical guidelines, and striving for continuous improvements in AI accuracy, all while maintaining student-centric approach. Future direction suggests a focus on enhancing digital inclusivity, ethical considerations, AI accuracy and educational strategies around unique functionalities of AI tools.
{"title":"Understanding the impact of ChatGPT in education","authors":"C. Thong, Russell Butson, WeiLee Lim","doi":"10.14742/apubs.2023.461","DOIUrl":"https://doi.org/10.14742/apubs.2023.461","url":null,"abstract":"With the advent of Artificial Intelligence (AI) in educational settings, particularly the integration of tools like ChatGPT, research on the impact of ChatGPT in education becomes a critical and timely endeavor, especially when it includes insights from students rather than just teachers. This exploratory study aims to examine students’ attitudes, perceptions, and ethical concerns towards AI integration in learning environments by directly engaging 60 students from diverse geographical regions and educational background. The sample includes students from urban higher education and suburban high school. The study is founded on a quantitative research design and cross-sectional survey methodology. The findings reveal a clear digital divide in AI usage, with urban students demonstrating more engagement with ChatGPT for educational purposes than their suburban counterparts, thereby unveiling an underlying disparity in technological access. Ambiguity prevails among students about distinct functionalities and benefits of AI language models like ChatGPT, hinting at the need for clearer elucidation of AI’s unique capabilities. Ethical concerns also emerge, especially regarding AI accuracy and the potential for misuse leading to a decline in critical thinking skills. However, despite these challenges, students generally express optimism about the future refinement and widespread application of ChatGPT. In conclusion, this study underscores the importance of promoting digital inclusivity, establishing clear ethical guidelines, and striving for continuous improvements in AI accuracy, all while maintaining student-centric approach. Future direction suggests a focus on enhancing digital inclusivity, ethical considerations, AI accuracy and educational strategies around unique functionalities of AI tools.","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":"139221662","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}
Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative skills and competencies, group work and peer learning are widely-used approaches in higher education. Effective teamwork skills are often implicitly taught and notoriously disliked by students for many reasons including freeriding (social loafing), member dominance or disengagement. Well-functioning teams are underpinned by social-affective dimensions of group work such as respect for reviewers (Carless & Boud, 2018) and social cohesion (Bakhtiar et al., 2018). To positively influence group cohesion and develop team skills, formative peer evaluation of team members’ contributions have been shown to effectively support student agency in this process (Stenalt 2021, Sridharan et al., 2018). This case study explores the affordances of the digital peer review tools Feedback Fruits and Peer Assess Pro to facilitate feedback processes for the successful completion of high-stakes capstone group projects. Bachelor of Science students engage with anonymous team member evaluations of task completion as well as self-evaluation of team skills. To aid a major curriculum transformation at our university towards relational pedagogies, we embarked on an iterative and deliberate approach to scaling peer feedback. The approach aligns with educational design research integrating research and design processes for theoretical and practical outcomes (McKenney & Reeves, 2012, p. 76). Specifically, we aimed to understand 1) the student perception of technology facilitated peer feedback as learning for improved outcomes and raised self-awareness of teamwork skills, and 2) provide a non-threatening environment that enabled personal and collective agency for students as providers and receivers of feedback underpinned by Bandura’s (2001) social cognitive theory and human agency. Applying Bandura’s notion to group work, student agency can be enacted through a learner’s capacity to self-reflect on own capabilities (personal agency) as well as socially coordinated and interdependent efforts towards desired outcomes (collective agency). Questionnaire data on self-regulation (N=42) confirmed the usefulness of peer evaluation of team members’ contributions. However, only half of the students thought that peer feedback positively impacted group coherence and effectiveness such as time management, quality of submissions, or their own performance. Feedback and self-reflections on students’ own strengths and weaknesses were found to be empowering and generally supported team effectiveness. This was also evident from students’ comments (N=110) within the Feedback Fruits tool where students rated their self- and peer efficacy on six criteria: initiative, engagement, contribution, ideas and communication, focus, and harmony. We identified iss
{"title":"Technology-enhanced self and peer assessment to support student agency during group projects","authors":"Marion Blumenstein, Asma Shakil, Peter Swedlund","doi":"10.14742/apubs.2023.509","DOIUrl":"https://doi.org/10.14742/apubs.2023.509","url":null,"abstract":"Teamwork and collaborative problem solving competencies are important 21st century skills and considered key graduate attributes for employability and lifelong learning (e.g., Csapó & Funke, 2017). For students to develop collaborative skills and competencies, group work and peer learning are widely-used approaches in higher education. Effective teamwork skills are often implicitly taught and notoriously disliked by students for many reasons including freeriding (social loafing), member dominance or disengagement. Well-functioning teams are underpinned by social-affective dimensions of group work such as respect for reviewers (Carless & Boud, 2018) and social cohesion (Bakhtiar et al., 2018). To positively influence group cohesion and develop team skills, formative peer evaluation of team members’ contributions have been shown to effectively support student agency in this process (Stenalt 2021, Sridharan et al., 2018). This case study explores the affordances of the digital peer review tools Feedback Fruits and Peer Assess Pro to facilitate feedback processes for the successful completion of high-stakes capstone group projects. Bachelor of Science students engage with anonymous team member evaluations of task completion as well as self-evaluation of team skills. To aid a major curriculum transformation at our university towards relational pedagogies, we embarked on an iterative and deliberate approach to scaling peer feedback. The approach aligns with educational design research integrating research and design processes for theoretical and practical outcomes (McKenney & Reeves, 2012, p. 76). Specifically, we aimed to understand 1) the student perception of technology facilitated peer feedback as learning for improved outcomes and raised self-awareness of teamwork skills, and 2) provide a non-threatening environment that enabled personal and collective agency for students as providers and receivers of feedback underpinned by Bandura’s (2001) social cognitive theory and human agency. Applying Bandura’s notion to group work, student agency can be enacted through a learner’s capacity to self-reflect on own capabilities (personal agency) as well as socially coordinated and interdependent efforts towards desired outcomes (collective agency). Questionnaire data on self-regulation (N=42) confirmed the usefulness of peer evaluation of team members’ contributions. However, only half of the students thought that peer feedback positively impacted group coherence and effectiveness such as time management, quality of submissions, or their own performance. Feedback and self-reflections on students’ own strengths and weaknesses were found to be empowering and generally supported team effectiveness. This was also evident from students’ comments (N=110) within the Feedback Fruits tool where students rated their self- and peer efficacy on six criteria: initiative, engagement, contribution, ideas and communication, focus, and harmony. We identified iss","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":"139222279","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}
In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course outcomes. However, in 2021, practical classes had to be redesigned to cater for both on-campus and online deliveries and this project investigated the continued use of Lt in animal physiology practical classes focusing on student satisfaction and performance for both on-campus and online students. Student satisfaction with the redesigned practicals were high across all constructs - overall structure, pre-lab materials and incorporation of group work (on-campus students) while student performance outcomes showed an improved performance compared to before the use of Lt and showed no significant differences in the performance of the on-campus versus online cohorts. The findings gave confidence in using Lt as a foundation for delivering animal science practicals equitably for both cohorts.
{"title":"Leveraging Technology for Animal Physiology Practicals","authors":"Suresh Krishnasamy, Edward Narayan","doi":"10.14742/apubs.2023.556","DOIUrl":"https://doi.org/10.14742/apubs.2023.556","url":null,"abstract":"In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course outcomes. However, in 2021, practical classes had to be redesigned to cater for both on-campus and online deliveries and this project investigated the continued use of Lt in animal physiology practical classes focusing on student satisfaction and performance for both on-campus and online students. Student satisfaction with the redesigned practicals were high across all constructs - overall structure, pre-lab materials and incorporation of group work (on-campus students) while student performance outcomes showed an improved performance compared to before the use of Lt and showed no significant differences in the performance of the on-campus versus online cohorts. The findings gave confidence in using Lt as a foundation for delivering animal science practicals equitably for both cohorts.","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":"139222391","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 prevalence of academic misconduct, specifically contract cheating, is a rising concern in higher education institutions globally. Among the recent advancements, Generative Artificial Intelligence (genAI) has exacerbated the situation by offering authentically generated writings, making detection through traditional plagiarism tools ineffective. This paper explores the development and application of students' academic writing profiles, using a combination of word embedding (Word2Vec) and stylistic feature extraction techniques. By leveraging a Siamese neural network, our method focuses on recognising distinctive writing styles, a concept rooted in Authorship Verification (AV). Our approach's efficacy evaluates favourably against other AV methods and is tested against AI-generated texts deliberately designed to mimic student writing. The study emphasises the importance of understanding individual academic writing styles to identify outsourcing or AI-generated work effectively.
学术不端行为，特别是合同作弊，在全球高等教育机构中日益受到关注。在最近取得的进步中，生成式人工智能（genAI）通过提供真实生成的文章，使传统抄袭工具的检测失效，从而加剧了这种情况。本文结合词嵌入（Word2Vec）和文体特征提取技术，探讨了学生学术写作档案的开发和应用。通过利用连体神经网络，我们的方法侧重于识别与众不同的写作风格，这一概念源于作者身份验证（AV）。与其他 AV 方法相比，我们的方法在效果评估方面更胜一筹，我们还对人工智能生成的文本进行了测试，这些文本是特意模仿学生写作而设计的。这项研究强调了了解个人学术写作风格对于有效识别外包作品或人工智能生成作品的重要性。
{"title":"Authorship Verification in software engineering education","authors":"Shannon Rios, Yu Zhang, Eduardo Oliveira","doi":"10.14742/apubs.2023.559","DOIUrl":"https://doi.org/10.14742/apubs.2023.559","url":null,"abstract":"The prevalence of academic misconduct, specifically contract cheating, is a rising concern in higher education institutions globally. Among the recent advancements, Generative Artificial Intelligence (genAI) has exacerbated the situation by offering authentically generated writings, making detection through traditional plagiarism tools ineffective. This paper explores the development and application of students' academic writing profiles, using a combination of word embedding (Word2Vec) and stylistic feature extraction techniques. By leveraging a Siamese neural network, our method focuses on recognising distinctive writing styles, a concept rooted in Authorship Verification (AV). Our approach's efficacy evaluates favourably against other AV methods and is tested against AI-generated texts deliberately designed to mimic student writing. The study emphasises the importance of understanding individual academic writing styles to identify outsourcing or AI-generated work effectively.","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":"139223157","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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