Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.
{"title":"Promoting teacherpreneurship in creative education through Instagram","authors":"H. Gunasekara, Cheryl Brown, Billy O'Steen","doi":"10.14742/apubs.2023.532","DOIUrl":"https://doi.org/10.14742/apubs.2023.532","url":null,"abstract":"Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.","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":"139224156","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 extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. In
{"title":"Collaborative pathways","authors":"Donna Cleveland, Sasha Stubbs","doi":"10.14742/apubs.2023.632","DOIUrl":"https://doi.org/10.14742/apubs.2023.632","url":null,"abstract":"This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. In","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":"139224235","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}
Pranit Anand, Dongmei Li, Joel Keen, Leah Henrickson
Artificial Intelligence (AI) tools based on Large Language Models (LLMs) such as ChatGPT has generated significant interested within the higher education sector. The threats, challenges and opportunities for its use in teaching and learning continue to be discussed widely, however it’s use within research and especially research involving marginalised perspectives is far less discussed. This panel will share how ChatGPT was used to add value to the conversations between researchers applying critical discourse analysis exploring Indigenous Australian perspectives with international students. As part of their study the researchers compared the efficacy of ChaptGPT and NVIVIO and the impacts on iterative discourse discussions between the researchers. While the data in this research revealed some very encouraging results, it also highlighted significant areas that need to be explored even further especially around ethical use of AI and untangling in-built biases within the tools’ algorithms.
{"title":"Positioning large language model artificial intelligence tools within discourse analysis","authors":"Pranit Anand, Dongmei Li, Joel Keen, Leah Henrickson","doi":"10.14742/apubs.2023.524","DOIUrl":"https://doi.org/10.14742/apubs.2023.524","url":null,"abstract":"Artificial Intelligence (AI) tools based on Large Language Models (LLMs) such as ChatGPT has generated significant interested within the higher education sector. The threats, challenges and opportunities for its use in teaching and learning continue to be discussed widely, however it’s use within research and especially research involving marginalised perspectives is far less discussed. This panel will share how ChatGPT was used to add value to the conversations between researchers applying critical discourse analysis exploring Indigenous Australian perspectives with international students. As part of their study the researchers compared the efficacy of ChaptGPT and NVIVIO and the impacts on iterative discourse discussions between the researchers. While the data in this research revealed some very encouraging results, it also highlighted significant areas that need to be explored even further especially around ethical use of AI and untangling in-built biases within the tools’ algorithms.","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":"139224388","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}
A. Hibert, Michael Phillips, D. Gašević, Nataša Pantic, Justine MacLean, Yi-Shan Tsai
Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the implications for dialogic feedback. This paper presents a study that seeks to identify challenges that teachers face when facilitating dialogic feedback in online teaching and explore how different feedback modes may enhance or hinder dialogic feedback. Based on findings of interviews with 16 in-service and pre-service teachers from the UK and Australia, we suggest that teacher education needs to highlight the development of student feedback literacy, the relational aspect of feedback, and pedagogical strategies to creative use of learning technologies for feedback.
{"title":"Dialogic feedback in online teaching","authors":"A. Hibert, Michael Phillips, D. Gašević, Nataša Pantic, Justine MacLean, Yi-Shan Tsai","doi":"10.14742/apubs.2023.651","DOIUrl":"https://doi.org/10.14742/apubs.2023.651","url":null,"abstract":"Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the implications for dialogic feedback. This paper presents a study that seeks to identify challenges that teachers face when facilitating dialogic feedback in online teaching and explore how different feedback modes may enhance or hinder dialogic feedback. Based on findings of interviews with 16 in-service and pre-service teachers from the UK and Australia, we suggest that teacher education needs to highlight the development of student feedback literacy, the relational aspect of feedback, and pedagogical strategies to creative use of learning technologies for feedback.","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":"139224685","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}
Michelle Vanderburg, Robert Vanderburg, Michael Cowling, Ritesh Chugh, Michael Sankey
Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.
{"title":"Digital Literacy, PBL Pedagogies and Drones for Preservice Teachers","authors":"Michelle Vanderburg, Robert Vanderburg, Michael Cowling, Ritesh Chugh, Michael Sankey","doi":"10.14742/apubs.2023.585","DOIUrl":"https://doi.org/10.14742/apubs.2023.585","url":null,"abstract":"Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.","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":"139224836","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 use of technology-enhanced learning in higher education has increased significantly. While this has led to greater flexibility in delivery and enhanced engagement with students (), it has also placed additional demands on already time-poor educators. Despite the potential benefits, many educators struggle to engage with learning design in a meaningful way, leading to suboptimal student experiences. Despite the prevalence of technology, students are being made to engage with outdated learning strategies and content. This poster shares learning design strategies for time-poor educators to enact in online learning environments to support future-oriented thinking skills of students. Stack and Bound (2021) see future-orientedness as the ability for students to “face future unknowns and new challenges beyond the immediate course/training. The emphasis is on the ability to resolve unfamiliar or non-standard problems. To be able to do this, future-orientedness involves many of what are variously called 21st century skills, or the new ‘top 10 skills’, such as critical thinking, creativity, learning to learn”. Dondi et al. (2021) identified 56 essential skills they think all citizens will need in the future world of work. We will focus on the skills outlined in the cognitive category: critical thinking and mental flexibility. Abrami et al. (2014) in their study outlined two instructional interventions that foster critical thinking skills; the opportunity for dialogue and exposing students to authentic or situated problems particularly when applying problem solving and role-playing methods. Li et al. (2022) in their paper concluded the following: connecting students with resources and facilitating interaction, technology significantly impacts the fluency and flexibility dimensions of creativity. Flexible learning time, cumulative learning processes, and problem-based activities promote the ongoing development of creative behaviours, enhancing fluency, originality, and elaboration in different dimensions of creativity. We will use the 4 domains of the Technology Enhanced Learning Accreditation Standards (TELAS) (2023) framework to outline future-oriented learning design strategies taken from our experience in supporting learning and teaching: Online learning environment Using interactive elements, such as H5P (an open-source JavaScript content collaboration framework), provides multiple perspectives on single issues in an engaging way. Multiple viewpoints for a complex situation or case study can help students evaluate and compare perspectives and provides exposure to multiple points of view. Learner support Providing content in multiple modes and with compelling ‘teacher talk’ to explain what content is there, how they should engage with the content they’re provided and why. Explicitly calling out transferrable skills and capabilities covered in a subject or assessment. Learning and assessment tasks Authentic assessments, especially project brief
{"title":"Learning design principles that cultivate future-oriented students","authors":"Antoinette Gwasira, Anna Stack, Simone Poulsen","doi":"10.14742/apubs.2023.616","DOIUrl":"https://doi.org/10.14742/apubs.2023.616","url":null,"abstract":"The use of technology-enhanced learning in higher education has increased significantly. While this has led to greater flexibility in delivery and enhanced engagement with students (), it has also placed additional demands on already time-poor educators. Despite the potential benefits, many educators struggle to engage with learning design in a meaningful way, leading to suboptimal student experiences. Despite the prevalence of technology, students are being made to engage with outdated learning strategies and content. This poster shares learning design strategies for time-poor educators to enact in online learning environments to support future-oriented thinking skills of students. Stack and Bound (2021) see future-orientedness as the ability for students to “face future unknowns and new challenges beyond the immediate course/training. The emphasis is on the ability to resolve unfamiliar or non-standard problems. To be able to do this, future-orientedness involves many of what are variously called 21st century skills, or the new ‘top 10 skills’, such as critical thinking, creativity, learning to learn”. Dondi et al. (2021) identified 56 essential skills they think all citizens will need in the future world of work. We will focus on the skills outlined in the cognitive category: critical thinking and mental flexibility. Abrami et al. (2014) in their study outlined two instructional interventions that foster critical thinking skills; the opportunity for dialogue and exposing students to authentic or situated problems particularly when applying problem solving and role-playing methods. Li et al. (2022) in their paper concluded the following: connecting students with resources and facilitating interaction, technology significantly impacts the fluency and flexibility dimensions of creativity. Flexible learning time, cumulative learning processes, and problem-based activities promote the ongoing development of creative behaviours, enhancing fluency, originality, and elaboration in different dimensions of creativity. We will use the 4 domains of the Technology Enhanced Learning Accreditation Standards (TELAS) (2023) framework to outline future-oriented learning design strategies taken from our experience in supporting learning and teaching: Online learning environment Using interactive elements, such as H5P (an open-source JavaScript content collaboration framework), provides multiple perspectives on single issues in an engaging way. Multiple viewpoints for a complex situation or case study can help students evaluate and compare perspectives and provides exposure to multiple points of view. Learner support Providing content in multiple modes and with compelling ‘teacher talk’ to explain what content is there, how they should engage with the content they’re provided and why. Explicitly calling out transferrable skills and capabilities covered in a subject or assessment. Learning and assessment tasks Authentic assessments, especially project brief","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":"139215043","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}
H. Dai, Kaige Ni, N. Rappa, Xin Long, Chenggang Wu, Yan Wang, Timothy Teo, Meng Zhang
Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.
{"title":"Explaining persistence in online learning","authors":"H. Dai, Kaige Ni, N. Rappa, Xin Long, Chenggang Wu, Yan Wang, Timothy Teo, Meng Zhang","doi":"10.14742/apubs.2023.483","DOIUrl":"https://doi.org/10.14742/apubs.2023.483","url":null,"abstract":"Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.","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":"139215405","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}
Lifelong learning is essential for personal and professional growth and enables individuals to gain new knowledge and skills that keep them in touch with the advancements in their work and open new career prospects (McGreal & Olcott, 2022). In the healthcare sector, lifelong learning is integral to workforce development. Workforce development is critical to ensure that nurses and midwives maintain knowledge of best practice for improved care outcomes and sustain appropriate levels of skill competence. Recently, the Australia government has implemented a range of initiatives to support the development of short courses and micro-credentials designed to deliver lifelong learning that will upskill the labour market and meet the needs of the healthcare workforce (Varadarajan et al., 2023). An Australian survey of 3,756 workers was undertaken by Deloitte (2020) to explore workforce attitudes toward lifelong learning. This study found that the majority of Health care and social assistance workers were relatively interested in further study (63%). The study also established that the majority of study-interested workers want flexible, bite-sized intensive learning that is linked to their jobs and industry (Deloitte, 2020). However, while lifelong learning is a requirement of nurses’ and midwives’ registration, little is reported on the motivational drivers, enablers and barriers associated with lifelong learning (Oliver, 2019). This Pecha Kucha reports on a study undertaken to better understand the motivational drivers of nurses’ and midwives’ engaging in lifelong learning and the enablers and barriers they face undertaking lifelong learning. An online survey of nurses and midwives was implemented, to glean their perspectives on motivational drivers, enablers and barriers for lifelong learning. Convenience sampling was used to identify participants who were registered nurses and midwives in Australia, Mauritius or Singapore. Participants were recruited by email invitation distributed through professional networks as well as education and industry providers in Australia, Mauritius and Singapore. The findings of this study confirmed that the motivational drivers for lifelong learning across the respondents were personal interest/development (62%), continuing professional development (62%) and career progression (51%). Participants noted their preference for undertaking lifelong learning was via a combination of face to face and online learning (56%). Their pedagogical preferences included interactive resources (56%), written materials (56%) and discussions with other participants (54%). Key enablers to success in lifelong learning was deemed to be flexibility in assessment submission (56%) and easy to use systems (52%). The barriers identified by respondents included work/life balance (52%) workload (49%) and cost (49%). Digital technology in relation to lifelong learning can significantly promote enablers and nullify perceived barriers. Lifelong learning s
{"title":"Nurses’ and midwives’ perceptions and preferences for lifelong learning","authors":"Dominique Parrish, Joanne T Joyce-McCoach","doi":"10.14742/apubs.2023.622","DOIUrl":"https://doi.org/10.14742/apubs.2023.622","url":null,"abstract":"Lifelong learning is essential for personal and professional growth and enables individuals to gain new knowledge and skills that keep them in touch with the advancements in their work and open new career prospects (McGreal & Olcott, 2022). In the healthcare sector, lifelong learning is integral to workforce development. Workforce development is critical to ensure that nurses and midwives maintain knowledge of best practice for improved care outcomes and sustain appropriate levels of skill competence. Recently, the Australia government has implemented a range of initiatives to support the development of short courses and micro-credentials designed to deliver lifelong learning that will upskill the labour market and meet the needs of the healthcare workforce (Varadarajan et al., 2023). An Australian survey of 3,756 workers was undertaken by Deloitte (2020) to explore workforce attitudes toward lifelong learning. This study found that the majority of Health care and social assistance workers were relatively interested in further study (63%). The study also established that the majority of study-interested workers want flexible, bite-sized intensive learning that is linked to their jobs and industry (Deloitte, 2020). However, while lifelong learning is a requirement of nurses’ and midwives’ registration, little is reported on the motivational drivers, enablers and barriers associated with lifelong learning (Oliver, 2019). This Pecha Kucha reports on a study undertaken to better understand the motivational drivers of nurses’ and midwives’ engaging in lifelong learning and the enablers and barriers they face undertaking lifelong learning. An online survey of nurses and midwives was implemented, to glean their perspectives on motivational drivers, enablers and barriers for lifelong learning. Convenience sampling was used to identify participants who were registered nurses and midwives in Australia, Mauritius or Singapore. Participants were recruited by email invitation distributed through professional networks as well as education and industry providers in Australia, Mauritius and Singapore. The findings of this study confirmed that the motivational drivers for lifelong learning across the respondents were personal interest/development (62%), continuing professional development (62%) and career progression (51%). Participants noted their preference for undertaking lifelong learning was via a combination of face to face and online learning (56%). Their pedagogical preferences included interactive resources (56%), written materials (56%) and discussions with other participants (54%). Key enablers to success in lifelong learning was deemed to be flexibility in assessment submission (56%) and easy to use systems (52%). The barriers identified by respondents included work/life balance (52%) workload (49%) and cost (49%). Digital technology in relation to lifelong learning can significantly promote enablers and nullify perceived barriers. Lifelong learning s","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":"139215525","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}
Edward Palmer, Daniel Lee, Matthew Arnold, Dimitra Lekkas, Katrina Plastow, Florian Ploeckl, Amit Srivastav, Peter Strelan
Artificial Intelligence (AI) is having an advancing dramatic impact on Technology Enhanced Learning (TEL) in Higher Education. (Popenici & Kerr, 2017) observed an emergence of the use of AI in HE (Higher Education) and pinpointed challenges for institutions and students including issues of academic integrity, privacy and “the possibility of a dystopian future” (p. 11). Potential benefits of AI in HE includes creating learning communities through chatbots (Studente & Ellis, 2020), automated grading, individualized learning strategies and improved plagiarism detection (Owoc et al., 2019). It is unclear how often, and in what manner, students are engaging with AI during their learning and in creating submissions for assessments tasks and if this engagement is creating unrealistic outcomes. It is also unclear how educators are engaging with AI during their teaching and curriculum/assessment design and how this may be impacting the learning outcomes of their cohorts. This research study was conducted to investigate the perceived immediate and long-term implications of engaging with AI of both staff and students on learning and teaching within the University of Adelaide. The design of the research study is underpinned by a blended approach combining Situational Ethics and Planned Behavior Theory to understand the ethical considerations and behavioral activities and future intentions of staff and students regarding the use of AI. Situational Ethics provides a framework for examining the contextual nature of ethical decision-making regarding AI (Boddington, 2017; Memarian & Doleck, 2023). Planned Behavior Theory provides understanding of individuals' motivation and rationalization to engage with AI (Wang et al., 2022). By employing a mixed qualitative and quantitative design, collecting data via online surveys, the study's findings shed light on the ethical challenges and attitudes associated with AI implementation in higher education and provided insights into the factors that influence staff and students’ individual intentions to engage with AI technologies in Learning and Teaching. Participants from all faculties across a wide diversity of student cohorts and staff responded to the surveys. Initial findings reveal educators are suspecting a greater student use of AI than the data demonstrates. The most frequent use of AI by students is for checking grammar and this is more prominent in the international student cohort. Students trust their human educators more than AI for course content and feedback on assessments. Educators are comfortable using AI but feel also they need greater support and training. The majority of students (70%, n=126) are not concerned about the implications of using Generative AI in higher education, regarding issues related to privacy, bias, ethics, or discrimination. However, demonstrating an active concern in this field, the most common use of AI by university staff is to test its capabilities to complete assignments. T
{"title":"Findings from a survey looking at attitudes towards AI and its use in teaching, learning and research","authors":"Edward Palmer, Daniel Lee, Matthew Arnold, Dimitra Lekkas, Katrina Plastow, Florian Ploeckl, Amit Srivastav, Peter Strelan","doi":"10.14742/apubs.2023.537","DOIUrl":"https://doi.org/10.14742/apubs.2023.537","url":null,"abstract":"Artificial Intelligence (AI) is having an advancing dramatic impact on Technology Enhanced Learning (TEL) in Higher Education. (Popenici & Kerr, 2017) observed an emergence of the use of AI in HE (Higher Education) and pinpointed challenges for institutions and students including issues of academic integrity, privacy and “the possibility of a dystopian future” (p. 11). Potential benefits of AI in HE includes creating learning communities through chatbots (Studente & Ellis, 2020), automated grading, individualized learning strategies and improved plagiarism detection (Owoc et al., 2019). It is unclear how often, and in what manner, students are engaging with AI during their learning and in creating submissions for assessments tasks and if this engagement is creating unrealistic outcomes. It is also unclear how educators are engaging with AI during their teaching and curriculum/assessment design and how this may be impacting the learning outcomes of their cohorts. This research study was conducted to investigate the perceived immediate and long-term implications of engaging with AI of both staff and students on learning and teaching within the University of Adelaide. The design of the research study is underpinned by a blended approach combining Situational Ethics and Planned Behavior Theory to understand the ethical considerations and behavioral activities and future intentions of staff and students regarding the use of AI. Situational Ethics provides a framework for examining the contextual nature of ethical decision-making regarding AI (Boddington, 2017; Memarian & Doleck, 2023). Planned Behavior Theory provides understanding of individuals' motivation and rationalization to engage with AI (Wang et al., 2022). By employing a mixed qualitative and quantitative design, collecting data via online surveys, the study's findings shed light on the ethical challenges and attitudes associated with AI implementation in higher education and provided insights into the factors that influence staff and students’ individual intentions to engage with AI technologies in Learning and Teaching. Participants from all faculties across a wide diversity of student cohorts and staff responded to the surveys. Initial findings reveal educators are suspecting a greater student use of AI than the data demonstrates. The most frequent use of AI by students is for checking grammar and this is more prominent in the international student cohort. Students trust their human educators more than AI for course content and feedback on assessments. Educators are comfortable using AI but feel also they need greater support and training. The majority of students (70%, n=126) are not concerned about the implications of using Generative AI in higher education, regarding issues related to privacy, bias, ethics, or discrimination. However, demonstrating an active concern in this field, the most common use of AI by university staff is to test its capabilities to complete assignments. T","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":"139216695","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}
Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.
{"title":"Mentoring as complementary support for learner engagement","authors":"L. Jonnavithula, John Y. H. Bai","doi":"10.14742/apubs.2023.668","DOIUrl":"https://doi.org/10.14742/apubs.2023.668","url":null,"abstract":"Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.","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":"139219134","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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