This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two phases, each of six-months duration – course redevelopment and course delivery. During the first phase, 10 academics were selected to engage in self-reflection, complete a four-week online asynchronous course, develop an action plan for course redevelopment, attend a two-day in-person workshop to implement the action plan, and meet several times with an academic development facilitator. This blended approach resulted in academics experiencing a variety of in-person and online learning activities and approaches that could be used in their own courses, and the opportunity to collaborate and share their course redevelopment journey with other academics. This paper highlights the approach taken in the pilot study and the strategies used to bring academics on the journey.
{"title":"Manaaki Tauira Course Enhancements Program","authors":"Tracy-Anne De Silva, David Rose","doi":"10.14742/apubs.2023.568","DOIUrl":"https://doi.org/10.14742/apubs.2023.568","url":null,"abstract":"This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two phases, each of six-months duration – course redevelopment and course delivery. During the first phase, 10 academics were selected to engage in self-reflection, complete a four-week online asynchronous course, develop an action plan for course redevelopment, attend a two-day in-person workshop to implement the action plan, and meet several times with an academic development facilitator. This blended approach resulted in academics experiencing a variety of in-person and online learning activities and approaches that could be used in their own courses, and the opportunity to collaborate and share their course redevelopment journey with other academics. This paper highlights the approach taken in the pilot study and the strategies used to bring academics on the journey.","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":"139224344","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}
Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore the perceptions of mobile mixed reality and critical thinking in health education. Thematic analysis was undertaken of data collected from focus groups including students, academics, and mobile mixed developers (n=8). The focus groups revealed two main themes: (1) “purposeful critical thinking” including the benefits of freedom of failure in the virtual environment, and (2) “making it meaningful” by incorporating co-design of virtual learning environments while extending or focusing the learning experience to something that could not be achieved any other way. We conclude that the potential for mMR in health education is considerable. Purposeful inclusion of critical thinking could be achieved by students co-designing scenarios that integrate choose-your-own-adventure healthcare pathways in safe, virtual environments.
{"title":"Reality check","authors":"T. Stretton, Thomas Cochrane","doi":"10.14742/apubs.2023.525","DOIUrl":"https://doi.org/10.14742/apubs.2023.525","url":null,"abstract":"Mobile mixed reality (mMR) is increasingly being integrated into health education, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. The objective of this study is to explore the perceptions of mobile mixed reality and critical thinking in health education. Thematic analysis was undertaken of data collected from focus groups including students, academics, and mobile mixed developers (n=8). The focus groups revealed two main themes: (1) “purposeful critical thinking” including the benefits of freedom of failure in the virtual environment, and (2) “making it meaningful” by incorporating co-design of virtual learning environments while extending or focusing the learning experience to something that could not be achieved any other way. We conclude that the potential for mMR in health education is considerable. Purposeful inclusion of critical thinking could be achieved by students co-designing scenarios that integrate choose-your-own-adventure healthcare pathways in safe, virtual environments.","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":"139224943","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 practice and profession of learning design has grown significantly in recent years. However, there remains a scarcity of formal qualifications and training specifically designed for learning designers. This paper describes a work-in-progress initiative to co-design a training program for/with/as a team of novice learning designers. The question driving our practice-led and design-based investigation is not just what but how learning designers should learn. The team conducted research into the requisite knowledge, skills, and capabilities that make a successful learning designer, including an informal learning needs analysis. Based on this research and analysis, this paper explores the question of how learning designers should learn by discussing four guiding theoretical principles and related design components consequently ideated by the team: learner agency; becoming professional; novice/expert mentorship; and community of practice. It then turns to the question of what, describing the core curriculum and program structure through which these principles will be enacted. These questions are critical to the present and future of the profession as we collectively articulate our shared practices and identity, and what it means to be a learning designer.
{"title":"How to build a learning designer","authors":"Stephen Abblitt, Stephanie Davis, Tanya D'Rozario, Thien Ho, Yovinah Pariah, Reza Rasouli","doi":"10.14742/apubs.2023.617","DOIUrl":"https://doi.org/10.14742/apubs.2023.617","url":null,"abstract":"The practice and profession of learning design has grown significantly in recent years. However, there remains a scarcity of formal qualifications and training specifically designed for learning designers. This paper describes a work-in-progress initiative to co-design a training program for/with/as a team of novice learning designers. The question driving our practice-led and design-based investigation is not just what but how learning designers should learn. The team conducted research into the requisite knowledge, skills, and capabilities that make a successful learning designer, including an informal learning needs analysis. Based on this research and analysis, this paper explores the question of how learning designers should learn by discussing four guiding theoretical principles and related design components consequently ideated by the team: learner agency; becoming professional; novice/expert mentorship; and community of practice. It then turns to the question of what, describing the core curriculum and program structure through which these principles will be enacted. These questions are critical to the present and future of the profession as we collectively articulate our shared practices and identity, and what it means to be a learning designer.","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":"139226214","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}
Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative applied across different disciplines to enhance student-teacher partnership, an implementation strategy was established through a 5-steps process of recruitment, active listening, review, co-design, and evaluation. The proposed model established deeper partnership during the learning process, delivering significant changes that enhanced students’ learning instead of the typical iterative design at the end of the learning period (course). The partnership contributed to student partners’ development through an experiential learning process. Integrating learning theories and practices with human-centered design, we explore the research question: How do we nurture a deep student and teacher partnership for positive impact? Underpinned by Argyris & Schön’s (1974) double loop learning and design thinking the 5-steps approach resulted in greater student experience and satisfaction, enabled the development of a sense of community and personal development for student partners and course convenors.
{"title":"Deeper student-teacher partnership in 5 steps","authors":"Melody(Pei) Li, Gee Chong Ling, Kristin Turnbull","doi":"10.14742/apubs.2023.496","DOIUrl":"https://doi.org/10.14742/apubs.2023.496","url":null,"abstract":"Students as Partners initiatives have the potential to enable students and staff to collaborate on improving the teaching and learning experience (Mercer-Mapstone et al., 2017). Following two iterations of a students as partners initiative applied across different disciplines to enhance student-teacher partnership, an implementation strategy was established through a 5-steps process of recruitment, active listening, review, co-design, and evaluation. The proposed model established deeper partnership during the learning process, delivering significant changes that enhanced students’ learning instead of the typical iterative design at the end of the learning period (course). The partnership contributed to student partners’ development through an experiential learning process. Integrating learning theories and practices with human-centered design, we explore the research question: How do we nurture a deep student and teacher partnership for positive impact? Underpinned by Argyris & Schön’s (1974) double loop learning and design thinking the 5-steps approach resulted in greater student experience and satisfaction, enabled the development of a sense of community and personal development for student partners and course convenors.","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":"139226764","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 study reports part of a larger study that explores three technologies – Padlet, Panopto videos and Google Docs – and their effectiveness in enhancing university students’ engagement in online learning. The current paper explores the role of interactive quizzes embedded in recorded lectures in enhancing student engagement in higher education focused on behaviour engagement. Panopto video analytics and a survey were used as a source of data. Descriptive statistics were used to analyse the data, including percentage and frequency. The analyses focused on 59 university students’ behavioural engagement in the recorded videos with and without embedded quizzes in relation to their video dropout, average viewing time, completion rate and frequency of viewing. The paper highlights the benefits of incorporating interactive quizzes within lecture videos, including increased motivation, engagement, and academic performance. However, this study also shows some interesting results on students’ behavioural engagement when it comes to learning online. Overall, findings suggest that the incorporation of quizzes in lecture videos can be an effective tool for increasing student engagement and improving learning outcomes in online courses. Implications for online course design and future research are discussed.
{"title":"Examining students’ behavioural engagement in lecture videos with and without embedded quizzes in an online course.","authors":"Niharika Singh, S. Getenet, Eseta Tualaulelei","doi":"10.14742/apubs.2023.571","DOIUrl":"https://doi.org/10.14742/apubs.2023.571","url":null,"abstract":"This study reports part of a larger study that explores three technologies – Padlet, Panopto videos and Google Docs – and their effectiveness in enhancing university students’ engagement in online learning. The current paper explores the role of interactive quizzes embedded in recorded lectures in enhancing student engagement in higher education focused on behaviour engagement. Panopto video analytics and a survey were used as a source of data. Descriptive statistics were used to analyse the data, including percentage and frequency. The analyses focused on 59 university students’ behavioural engagement in the recorded videos with and without embedded quizzes in relation to their video dropout, average viewing time, completion rate and frequency of viewing. The paper highlights the benefits of incorporating interactive quizzes within lecture videos, including increased motivation, engagement, and academic performance. However, this study also shows some interesting results on students’ behavioural engagement when it comes to learning online. Overall, findings suggest that the incorporation of quizzes in lecture videos can be an effective tool for increasing student engagement and improving learning outcomes in online courses. Implications for online course design and future research are discussed.","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":"139227473","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}
Rachel Spronken-Smith, Yvonne Gaut, Russell Butson, Matt Fernandes, Patrick Mazzocco, Alba Suarez Garcia, Jodie Evans
Research on PhD graduates from universities in New Zealand and the United States has revealed a lack of career preparedness during doctoral study (Spronken-Smith, et al. 2023). The research found that PhD graduates had very limited knowledge of their skills sets and attributes, as well as a lack of awareness of career pathways beyond academia. This is a major concern as only 40-50% of PhD graduates typically can enter academia following graduation, with the remainder entering a range of careers, especially in the western world. Consequently, the first author set about generating a digital course on career readiness and career preparedness for doctoral candidates as well as postdoctoral fellows (those in either teaching or research roles). The development of the course is a team effort involving academic developers, careers advisers, a digital developer, graduate research candidates and artificial intelligence (AI). We hope to launch the course in 2024. The course comprises elements of social constructivism and reflective practice and weaves in cultural aspects throughout. Two main platforms are used to deliver the self-paced online course: Microsoft Teams Classroom and an EdX platform. Central to the course is a koru diagram which maps out a pathway for career readiness, starting with self-discovery, followed by discovery of career options, then considering practical strategies for career readiness, and finally developing an action plan. The learners enter the course through the Microsoft Teams environment, where we encourage introductions and connections with classmates. Learners can then progress at their own pace through 12 main modules, with touchpoints occurring on a few occasions where they are asked to share ideas with the class. Reflective practice is embedded throughout, with learners keeping a journal and creating items for their digital portfolio – the assessment item for the course. In two places we have built in AI, using ChatGPT as a tutor to give feedback on learner’s articulation of their skills sets, and again towards the end of the course, where learners can input their skills, values and job preferences and ChatGPT suggests some possible career options. Developing the course is a great example of the benefit of taking a partnership approach in course design and implementation. It was the research of Rachel Spronken-Smith, an academic developer, who inspired the course, but to make it happen she needed support. Most importantly, she needed the expert input from Yvonne Gaut, a careers adviser, and Russell Butson, an educational technology academic. Between them they were able to design the course and draw on appropriate technology. However, they also needed a digital developer (Matt Fernandes) who could infuse appropriate design elements throughout the course, as well as videographers to capture media clips (Alba Suarez Garcia and Jodie Evans). They also enlisted two graduate research candidates (Patrick Mazzocco an
{"title":"Embracing partnerships – human and AI – in digital course on career readiness","authors":"Rachel Spronken-Smith, Yvonne Gaut, Russell Butson, Matt Fernandes, Patrick Mazzocco, Alba Suarez Garcia, Jodie Evans","doi":"10.14742/apubs.2023.535","DOIUrl":"https://doi.org/10.14742/apubs.2023.535","url":null,"abstract":"Research on PhD graduates from universities in New Zealand and the United States has revealed a lack of career preparedness during doctoral study (Spronken-Smith, et al. 2023). The research found that PhD graduates had very limited knowledge of their skills sets and attributes, as well as a lack of awareness of career pathways beyond academia. This is a major concern as only 40-50% of PhD graduates typically can enter academia following graduation, with the remainder entering a range of careers, especially in the western world. Consequently, the first author set about generating a digital course on career readiness and career preparedness for doctoral candidates as well as postdoctoral fellows (those in either teaching or research roles). The development of the course is a team effort involving academic developers, careers advisers, a digital developer, graduate research candidates and artificial intelligence (AI). We hope to launch the course in 2024. The course comprises elements of social constructivism and reflective practice and weaves in cultural aspects throughout. Two main platforms are used to deliver the self-paced online course: Microsoft Teams Classroom and an EdX platform. Central to the course is a koru diagram which maps out a pathway for career readiness, starting with self-discovery, followed by discovery of career options, then considering practical strategies for career readiness, and finally developing an action plan. The learners enter the course through the Microsoft Teams environment, where we encourage introductions and connections with classmates. Learners can then progress at their own pace through 12 main modules, with touchpoints occurring on a few occasions where they are asked to share ideas with the class. Reflective practice is embedded throughout, with learners keeping a journal and creating items for their digital portfolio – the assessment item for the course. In two places we have built in AI, using ChatGPT as a tutor to give feedback on learner’s articulation of their skills sets, and again towards the end of the course, where learners can input their skills, values and job preferences and ChatGPT suggests some possible career options. Developing the course is a great example of the benefit of taking a partnership approach in course design and implementation. It was the research of Rachel Spronken-Smith, an academic developer, who inspired the course, but to make it happen she needed support. Most importantly, she needed the expert input from Yvonne Gaut, a careers adviser, and Russell Butson, an educational technology academic. Between them they were able to design the course and draw on appropriate technology. However, they also needed a digital developer (Matt Fernandes) who could infuse appropriate design elements throughout the course, as well as videographers to capture media clips (Alba Suarez Garcia and Jodie Evans). They also enlisted two graduate research candidates (Patrick Mazzocco an","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":"139227059","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 describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.
{"title":"Designing adaptive online support for problem-based learning","authors":"Alison Casey, Enosh Yeboah","doi":"10.14742/apubs.2023.598","DOIUrl":"https://doi.org/10.14742/apubs.2023.598","url":null,"abstract":"This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.","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":"139221886","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}
Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection of LD and LA in educational environments.
{"title":"Mapping the connection between Learning Analytics and Learning Design","authors":"Linda Corrin, Nancy Law, Minghui Chen","doi":"10.14742/apubs.2023.480","DOIUrl":"https://doi.org/10.14742/apubs.2023.480","url":null,"abstract":"Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection of LD and LA in educational environments.","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":"139222426","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 report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.
{"title":"Experiences of learning and teaching in HyFlex spaces","authors":"Dilani Gedera","doi":"10.14742/apubs.2023.608","DOIUrl":"https://doi.org/10.14742/apubs.2023.608","url":null,"abstract":"This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.","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":"139223156","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}
Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper investigates how learning designers are making sense of and adapting to the current challenges and future changes caused or enabled by ongoing advances in genAI and LLMs. A team of learning designers was surveyed to gain insights into how they are currently engaging with genAI and LLMs in their professional practice and in teaching and learning contexts. This paper describes how these learning designers see genAI and LLMs emerging as not only useful tools but as agential actors and collaborators in teaching and learning contexts, and how they see this changing their practice and profession now and potentially into the future.
{"title":"“A Co-Pilot for Learning Design?”","authors":"Adelle Ryall, Stephen Abblitt","doi":"10.14742/apubs.2023.513","DOIUrl":"https://doi.org/10.14742/apubs.2023.513","url":null,"abstract":"Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper investigates how learning designers are making sense of and adapting to the current challenges and future changes caused or enabled by ongoing advances in genAI and LLMs. A team of learning designers was surveyed to gain insights into how they are currently engaging with genAI and LLMs in their professional practice and in teaching and learning contexts. This paper describes how these learning designers see genAI and LLMs emerging as not only useful tools but as agential actors and collaborators in teaching and learning contexts, and how they see this changing their practice and profession now and potentially into the future.","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":"139223595","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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