Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs. This research evaluates the performance and experience of early offer students in the Faculty of Science and Health at Charles Sturt University, NSW. We found that in most fields of education, early offer students have lower progress rates than students who entered based on ATAR, but not compared to the cohort as a whole. In addition, we found that predicted ATAR is often significantly lower than final ATAR. This paper forms the beginning of a work in progress, but these early results suggest that the early entry process needs to be carefully managed to ensure equity in the offers process and appropriate supports for this cohort to increase their probability of success.
{"title":"Early offer students – how do they fare compared to other cohorts?","authors":"R. Whitsed, Prue Gonzalez","doi":"10.14742/apubs.2023.603","DOIUrl":"https://doi.org/10.14742/apubs.2023.603","url":null,"abstract":"Early offer programs have been increasing across the higher education sector in Australia in recent years, allowing school leavers to be assessed on criteria other than ATAR. There are mixed opinions on the value of early offer programs. This research evaluates the performance and experience of early offer students in the Faculty of Science and Health at Charles Sturt University, NSW. We found that in most fields of education, early offer students have lower progress rates than students who entered based on ATAR, but not compared to the cohort as a whole. In addition, we found that predicted ATAR is often significantly lower than final ATAR. This paper forms the beginning of a work in progress, but these early results suggest that the early entry process needs to be carefully managed to ensure equity in the offers process and appropriate supports for this cohort to increase their probability of success.","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":"139227195","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 position paper explores the impact of generative AI on creativity and creative production in higher education, with focus also on initial teacher education. Creative outputs are an essential part of the business of higher education across different disciplinary areas, along with pedagogical and assessment practices matched to these outputs. However, the advent of generative AI has sparked a reconsideration of how we think about creativity, creative output, and the hybridity of relationships between generative AI and humans in creative endeavours. This emergent technology also has significant implications for teacher education and for the develop of new teachers who need confidence with using AI in learning contexts. We suggest that new thinking and critical dialogue are essential in developing educational futures in which generative AI is understood for its affordances, limitations, and dangers.
{"title":"The implications of generative AI for creative composition in higher education and initial teacher education","authors":"Edwin Creely, Joanne Blannin","doi":"10.14742/apubs.2023.618","DOIUrl":"https://doi.org/10.14742/apubs.2023.618","url":null,"abstract":"This position paper explores the impact of generative AI on creativity and creative production in higher education, with focus also on initial teacher education. Creative outputs are an essential part of the business of higher education across different disciplinary areas, along with pedagogical and assessment practices matched to these outputs. However, the advent of generative AI has sparked a reconsideration of how we think about creativity, creative output, and the hybridity of relationships between generative AI and humans in creative endeavours. This emergent technology also has significant implications for teacher education and for the develop of new teachers who need confidence with using AI in learning contexts. We suggest that new thinking and critical dialogue are essential in developing educational futures in which generative AI is understood for its affordances, limitations, and dangers.","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":"139227716","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}
Linguistic diversity has been increasing rapidly in Australian and New Zealand societies, and according to the most recent census (ABS, 2022) more than one in five Australian households speak a language other than English. Fostering bilingualism is important at all levels of education because it plays a crucial role in identity development (Caldas, 2006) and enhances academic performance (Han, 2012; Lindholm-Leary, 2016; Yurtsever et al., 2023). The home environment is obviously crucial for bilingual development (Mak et al., 2023) but broader community engagement is also needed. With heritage language communities often distributed broadly across contexts such as Australia and New Zealand, technology mediated language learning approaches (e.g., Zoom) hold strong potential in systematic efforts to promote bilingualism. A key element of effective online education is the quality of involvement of stakeholders, and in the case of online heritage language education involving young learners, parental involvement is crucial (El Nokali et al., 2010; Yang et al., 2023). To date, however, the involvement of parents in online heritage language education has not been adequately researched. The current research analyzes the parental involvement of six parent-child dyads during six Zoom-mediated lessons of Farsi as a heritage language. The aim of the research is to systematically describe the way parents interact with their children during these Zoom-mediated lessons and to establish a preliminary taxonomy of these behaviors. Such taxonomies can then be applied as a reference point for longer-term efforts to enhance parent involvement in online heritage language learning programs. The primary data source was the recorded screen videos of six parent-child dyads for six 45-minute online Farsi lessons. Learners’ work samples and parent interviews were also collected as additional data sources. The qualitative study employed various techniques to ensure rigor and reliability such as constant comparison, coding schemes and thematic analysis. These techniques helped researchers to identify recurring categories of parental involvement evident during the entirety of the online lessons. Analysis entailed enumeration and description of the type, frequency and duration of the various parental involvement behaviors that were evident in the videos. Behaviors included binary types, such as physical presence or absence and on-screen facial presence or absence. A range of more complex verbal and nonverbal behaviors were also salient in the data: nodding, gesturing, gaze orientation, screen pointing, reorienting learning materials and devices and so on. Different parents demonstrated varied levels of interaction with three main stakeholders: the facilitator, other parents and the learners. Differences in behaviors evident among the parents enabled a categorization of those who exhibited low, moderate or high levels of involvement with the online lessons. Through analys
{"title":"An analysis of parental involvement during Zoom-mediated heritage language instruction","authors":"Somayeh Ba Akhlagh, Joshua Matthews","doi":"10.14742/apubs.2023.475","DOIUrl":"https://doi.org/10.14742/apubs.2023.475","url":null,"abstract":"Linguistic diversity has been increasing rapidly in Australian and New Zealand societies, and according to the most recent census (ABS, 2022) more than one in five Australian households speak a language other than English. Fostering bilingualism is important at all levels of education because it plays a crucial role in identity development (Caldas, 2006) and enhances academic performance (Han, 2012; Lindholm-Leary, 2016; Yurtsever et al., 2023). The home environment is obviously crucial for bilingual development (Mak et al., 2023) but broader community engagement is also needed. With heritage language communities often distributed broadly across contexts such as Australia and New Zealand, technology mediated language learning approaches (e.g., Zoom) hold strong potential in systematic efforts to promote bilingualism. A key element of effective online education is the quality of involvement of stakeholders, and in the case of online heritage language education involving young learners, parental involvement is crucial (El Nokali et al., 2010; Yang et al., 2023). To date, however, the involvement of parents in online heritage language education has not been adequately researched. The current research analyzes the parental involvement of six parent-child dyads during six Zoom-mediated lessons of Farsi as a heritage language. The aim of the research is to systematically describe the way parents interact with their children during these Zoom-mediated lessons and to establish a preliminary taxonomy of these behaviors. Such taxonomies can then be applied as a reference point for longer-term efforts to enhance parent involvement in online heritage language learning programs. The primary data source was the recorded screen videos of six parent-child dyads for six 45-minute online Farsi lessons. Learners’ work samples and parent interviews were also collected as additional data sources. The qualitative study employed various techniques to ensure rigor and reliability such as constant comparison, coding schemes and thematic analysis. These techniques helped researchers to identify recurring categories of parental involvement evident during the entirety of the online lessons. Analysis entailed enumeration and description of the type, frequency and duration of the various parental involvement behaviors that were evident in the videos. Behaviors included binary types, such as physical presence or absence and on-screen facial presence or absence. A range of more complex verbal and nonverbal behaviors were also salient in the data: nodding, gesturing, gaze orientation, screen pointing, reorienting learning materials and devices and so on. Different parents demonstrated varied levels of interaction with three main stakeholders: the facilitator, other parents and the learners. Differences in behaviors evident among the parents enabled a categorization of those who exhibited low, moderate or high levels of involvement with the online lessons. Through analys","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":"139227136","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 presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different platforms, developing the students’ holistic understanding of the topic through collaborative learning, but also developing their own transmedia skills as a part of the process. In this way learning is a social process even though students may not be in a face-to-face classroom environment, as is the case with work integrated learning. The research focuses on developing a model for student learning that is based on co-creation and collaboration, across a range of learning platforms. The study specifically investigates learning across learning management systems, some social media platforms, and the use of Massive Open Online Courses. Five key areas are identified for transmedia learning including informal learning, participatory culture, transmedia play, transmedia skills, and connectedness. This paper offers understanding of the research approach and highlights areas of study currently being researched.
{"title":"Building a model for transmedia learning","authors":"Bridget Tombleson","doi":"10.14742/apubs.2023.686","DOIUrl":"https://doi.org/10.14742/apubs.2023.686","url":null,"abstract":"This paper presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different platforms, developing the students’ holistic understanding of the topic through collaborative learning, but also developing their own transmedia skills as a part of the process. In this way learning is a social process even though students may not be in a face-to-face classroom environment, as is the case with work integrated learning. The research focuses on developing a model for student learning that is based on co-creation and collaboration, across a range of learning platforms. The study specifically investigates learning across learning management systems, some social media platforms, and the use of Massive Open Online Courses. Five key areas are identified for transmedia learning including informal learning, participatory culture, transmedia play, transmedia skills, and connectedness. This paper offers understanding of the research approach and highlights areas of study currently being researched.","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":"139216520","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 concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.
{"title":"Exploring social media use for healthcare professionals","authors":"Irene Xi, Thomas Cochrane","doi":"10.14742/apubs.2023.490","DOIUrl":"https://doi.org/10.14742/apubs.2023.490","url":null,"abstract":"This concise paper introduces the importance of Healthcare Professionals (HCP) voice on Social Media Platforms (SMP) to combat widespread mis/disinformation around health issues that is now prevalent on these platforms. While HCPs actions have been acknowledged as effective in dispelling myths surrounding health topics, the specific strategies employed by HCPs on different SMPs to address these issues remain largely unexplored. Employing a technology affordance perspective, this paper outlines a proposed research methodology aimed at investigating the strategies employed by HCPs for correcting misinformation across various SMPs and offers guidance in this area.","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":"139217322","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}
Nhung Nguyen, Nawal Chanane, Maryam Doborjeh, Wei Qi Yan, Akbar Ghobakhlou, P. Nand, Benjamin Kehrwald, Roopak Sinha
Pandemics and natural disasters and advancements in technologies like generative AI require universities to stay nimble and responsive to adjust at short notice. This paper investigates collaboration across disciplines and departments within a university in designing and developing courses to respond to the rapidly changing context in higher education during the early phase of COVID-19 pandemic. More specifically, in this paper we reflect on a collaborative approach in programme design and development of the online Postgraduate Certificate (PGCert) in Computer and Information Sciences Programme. Using a qualitative research approach and adopting a case study methodology, this paper outlines the nature of collaboration, the planned data collection methods, and preliminary findings. This work demonstrates the benefits of collaborative approaches, including increased efficiency through teamwork, a balanced distribution of individual and collaborative tasks for staff, and the creation of a supportive and motivating social environment.
{"title":"Collaborative approach in the programme design and development – A case study in a Postgraduate Certificate in Computer and Information Sciences","authors":"Nhung Nguyen, Nawal Chanane, Maryam Doborjeh, Wei Qi Yan, Akbar Ghobakhlou, P. Nand, Benjamin Kehrwald, Roopak Sinha","doi":"10.14742/apubs.2023.495","DOIUrl":"https://doi.org/10.14742/apubs.2023.495","url":null,"abstract":"Pandemics and natural disasters and advancements in technologies like generative AI require universities to stay nimble and responsive to adjust at short notice. This paper investigates collaboration across disciplines and departments within a university in designing and developing courses to respond to the rapidly changing context in higher education during the early phase of COVID-19 pandemic. More specifically, in this paper we reflect on a collaborative approach in programme design and development of the online Postgraduate Certificate (PGCert) in Computer and Information Sciences Programme. Using a qualitative research approach and adopting a case study methodology, this paper outlines the nature of collaboration, the planned data collection methods, and preliminary findings. This work demonstrates the benefits of collaborative approaches, including increased efficiency through teamwork, a balanced distribution of individual and collaborative tasks for staff, and the creation of a supportive and motivating social environment.","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":"139218412","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}
Introduction: Effective course design within the architecture of a learning management system (LMS) is crucial for achieving high-quality learning outcomes in blended and online courses (Bollinger & Martin, 2021; Spiceland et al., 2015; Vaughan, 2010). Implementing a consistent visual design template across multiple courses can promote student engagement and achievement of learning objectives (Ralston-Berg & Braatz, 2021). Other elements of effective course design include clear instructions, structured learning activities, and effective mechanisms for interaction and feedback (Baldwin et al., 2018; Martin et al., 2021). Method: A comprehensive redesign was conducted of the LMS component of 34 undergraduate course instances (20 blended on-campus courses; 14 online distance courses) across three programmes in the science and health faculties at a New Zealand university. The redesigned template aimed to improve the clarity and ease of navigation to important course information, structure student learning tasks, and provide a foundation for effective course delivery. The initial phase involved creating and testing the template. This was subsequently presented to faculty as a means to cultivate commitment and collaboration among academics, academic support teams, and administrative staff. The template was designed to minimise cognitive load to promote comprehension and retention (Schnotz & Kürschner, 2007). It incorporated evidence-based course components based on principles of effective course design, including detailed and comprehensive information on the course and assessments; weekly modules with clearly stated learning outcomes, task lists, lecture slides and recording links, required readings, tutorial and lab materials; assessment requirements; supplementary materials; and links to available course support (Bollinger & Martin, 2021). While maintaining a standardised visual design, the template was flexible to accommodate the specific needs of individual courses. Results and Discussion: An evaluation of the impact of the redesign project will be conducted. Data sources will include student surveys administered midway through and at the end of each course, as well as coded feedback from academic and support staff. The effect of the redesign on key student and instructor outcomes will be analysed. Based on research on effective blended and online course design, we expect our evaluation will uncover systematic benefits to student experience as measured by perceptions of course organisation and engagement of course material. For instructors, we anticipate that the standardised template will reduce time on administrative activities such as answering student emails, allowing them to focus on higher-value tasks. Conclusion: This study aims to provide valuable insights into effective practises for course design that promote student engagement and the achievement of intended learning outcomes. The project aligns with Ascilite 2023 subthe
{"title":"Evaluating programme-wide course redevelopment within a learning management system","authors":"Cameron Hooson-Smith, Kieran Williamson","doi":"10.14742/apubs.2023.606","DOIUrl":"https://doi.org/10.14742/apubs.2023.606","url":null,"abstract":"Introduction: Effective course design within the architecture of a learning management system (LMS) is crucial for achieving high-quality learning outcomes in blended and online courses (Bollinger & Martin, 2021; Spiceland et al., 2015; Vaughan, 2010). Implementing a consistent visual design template across multiple courses can promote student engagement and achievement of learning objectives (Ralston-Berg & Braatz, 2021). Other elements of effective course design include clear instructions, structured learning activities, and effective mechanisms for interaction and feedback (Baldwin et al., 2018; Martin et al., 2021). Method: A comprehensive redesign was conducted of the LMS component of 34 undergraduate course instances (20 blended on-campus courses; 14 online distance courses) across three programmes in the science and health faculties at a New Zealand university. The redesigned template aimed to improve the clarity and ease of navigation to important course information, structure student learning tasks, and provide a foundation for effective course delivery. The initial phase involved creating and testing the template. This was subsequently presented to faculty as a means to cultivate commitment and collaboration among academics, academic support teams, and administrative staff. The template was designed to minimise cognitive load to promote comprehension and retention (Schnotz & Kürschner, 2007). It incorporated evidence-based course components based on principles of effective course design, including detailed and comprehensive information on the course and assessments; weekly modules with clearly stated learning outcomes, task lists, lecture slides and recording links, required readings, tutorial and lab materials; assessment requirements; supplementary materials; and links to available course support (Bollinger & Martin, 2021). While maintaining a standardised visual design, the template was flexible to accommodate the specific needs of individual courses. Results and Discussion: An evaluation of the impact of the redesign project will be conducted. Data sources will include student surveys administered midway through and at the end of each course, as well as coded feedback from academic and support staff. The effect of the redesign on key student and instructor outcomes will be analysed. Based on research on effective blended and online course design, we expect our evaluation will uncover systematic benefits to student experience as measured by perceptions of course organisation and engagement of course material. For instructors, we anticipate that the standardised template will reduce time on administrative activities such as answering student emails, allowing them to focus on higher-value tasks. Conclusion: This study aims to provide valuable insights into effective practises for course design that promote student engagement and the achievement of intended learning outcomes. The project aligns with Ascilite 2023 subthe","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":"139218910","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 research aimed to gain an understanding of how social annotations can be used to facilitate students' pre-class learning in a postgraduate unit at an Australian university. We analysed both survey data and system logs to examine students’ participation, performance, and experience when engaging in social annotations. The results show that online offshore students had a better overall unit result when considering their WAM before starting the unit. Furthermore, students had positive experiences with the social annotation activities. The students have identified several key benefits of engaging in social annotation and the associated challenges, providing valuable information for future course design. In summary, this investigation reveals the value of social annotation tools to facilitate student pre-class learning in both online and face-to-face classes.
{"title":"Online Social Annotation","authors":"Tristan Cui, Toan Le","doi":"10.14742/apubs.2023.577","DOIUrl":"https://doi.org/10.14742/apubs.2023.577","url":null,"abstract":"This research aimed to gain an understanding of how social annotations can be used to facilitate students' pre-class learning in a postgraduate unit at an Australian university. We analysed both survey data and system logs to examine students’ participation, performance, and experience when engaging in social annotations. The results show that online offshore students had a better overall unit result when considering their WAM before starting the unit. Furthermore, students had positive experiences with the social annotation activities. The students have identified several key benefits of engaging in social annotation and the associated challenges, providing valuable information for future course design. In summary, this investigation reveals the value of social annotation tools to facilitate student pre-class learning in both online and face-to-face classes.","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":"139219432","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}
Establishing a new learning design team at an offshore Australian institution in Vietnam midst the COVID-19 pandemic presented unique challenges. Lingering dissatisfaction with emergency remote teaching which primarily involved moving face to face teaching to online webinars (Turnbull, Chugh, & Luck, 2021) and limited exposure to intentional blended approaches (Maheshwari 2021; Le, Allen, & Johnson, 2022; Pham, Lai, & Nguyen, 2021) within the traditional, teacher-centered educational landscape of Vietnam (Pham & Ho, 2020; Yao & Collins, 2019) made this an extremely challenging task. This pecha-kucha documents our experiences establishing a learning design team and implementing a blended learning approach within this challenging context. Facing the challenge of generating interest and changing practice, we began in 2021, with one newly recruited learning designer and three early adopter faculty by using an iterative co-design model to support a participatory, collaborative approach to enhancing the overall learning experience (Huber & Jacka 2022; Wilson, Huber, & Bryant, 2021). This approach allowed us to support faculty professional development, establish design patterns, implement new asynchronous, interactive, social tools, and build knowledge about blended and online approaches, moving faculty away from the existing teacher dependent model (Pham, Lai, & Nguyen, 2021) with LMS as repository (Pham & Ho, 2020; Washington, 2019) to designing active, purposeful learning sequences connecting asynchronous and synchronous learning. These three initial courses were used to showcase our approach to senior stakeholders and secure buy in. Within one year, as positive word of mouth spread, demand for our services grew exponentially, to over 70 blended courses. As a direct result of this popularity, meeting each school's needs required tailoring support to scale up as well as expanding our team from 1 to 8 members. However, limited local expertise created hurdles amidst exponential demand, needing extensive on-the-job training and creative resourcing (Heggart & Dickson-Deane, 2022). While early generic workshops designed to address scale generated interest, they lacked practical relevance. Developing tailored support offerings addressed the specific needs of schools and programs and facilitated meeting the increased demand. Our ongoing codesign relationships with academics were crucial for moving academics to a more student-centered blended model with students taking more ownership of learning (Davis & Fill, 2007). As a complement and key focal point, we created a multipurpose Canvas site showcasing our design principles, tools, and sample modules from exemplar courses. This self-paced resource engaged stakeholders on their own terms, sparking interest while concurrently educating new learning designers and academics. We leveraged the site for showcase sessions, consultations, and events, updating it regularly to highlight approach
{"title":"Co-Creating the Future","authors":"Sasha Stubbs, Binh Nguyen","doi":"10.14742/apubs.2023.645","DOIUrl":"https://doi.org/10.14742/apubs.2023.645","url":null,"abstract":"Establishing a new learning design team at an offshore Australian institution in Vietnam midst the COVID-19 pandemic presented unique challenges. Lingering dissatisfaction with emergency remote teaching which primarily involved moving face to face teaching to online webinars (Turnbull, Chugh, & Luck, 2021) and limited exposure to intentional blended approaches (Maheshwari 2021; Le, Allen, & Johnson, 2022; Pham, Lai, & Nguyen, 2021) within the traditional, teacher-centered educational landscape of Vietnam (Pham & Ho, 2020; Yao & Collins, 2019) made this an extremely challenging task. This pecha-kucha documents our experiences establishing a learning design team and implementing a blended learning approach within this challenging context. Facing the challenge of generating interest and changing practice, we began in 2021, with one newly recruited learning designer and three early adopter faculty by using an iterative co-design model to support a participatory, collaborative approach to enhancing the overall learning experience (Huber & Jacka 2022; Wilson, Huber, & Bryant, 2021). This approach allowed us to support faculty professional development, establish design patterns, implement new asynchronous, interactive, social tools, and build knowledge about blended and online approaches, moving faculty away from the existing teacher dependent model (Pham, Lai, & Nguyen, 2021) with LMS as repository (Pham & Ho, 2020; Washington, 2019) to designing active, purposeful learning sequences connecting asynchronous and synchronous learning. These three initial courses were used to showcase our approach to senior stakeholders and secure buy in. Within one year, as positive word of mouth spread, demand for our services grew exponentially, to over 70 blended courses. As a direct result of this popularity, meeting each school's needs required tailoring support to scale up as well as expanding our team from 1 to 8 members. However, limited local expertise created hurdles amidst exponential demand, needing extensive on-the-job training and creative resourcing (Heggart & Dickson-Deane, 2022). While early generic workshops designed to address scale generated interest, they lacked practical relevance. Developing tailored support offerings addressed the specific needs of schools and programs and facilitated meeting the increased demand. Our ongoing codesign relationships with academics were crucial for moving academics to a more student-centered blended model with students taking more ownership of learning (Davis & Fill, 2007). As a complement and key focal point, we created a multipurpose Canvas site showcasing our design principles, tools, and sample modules from exemplar courses. This self-paced resource engaged stakeholders on their own terms, sparking interest while concurrently educating new learning designers and academics. We leveraged the site for showcase sessions, consultations, and events, updating it regularly to highlight approach","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":"139219738","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}
Richard Davies, Cecile Ackermann, Jason Reimer, Ha Tran, Erika Herrera, Andrew Baker
This poster will give insights into the Instructional Designer team's journey in evolving its methods for developing online courses. It will cover the transition from academic support to designing MOOCs on external platforms and developing courses for an in-house Learning Management System. A key aspect is the focus on targeting a different kind of learner moving beyond the traditional university student. The poster will look at the challenges, successes, and lessons learned throughout this transformation, underlining the processes, pedagogical approaches, partnerships involved as well as the challenges yet to come.
{"title":"Building a new online platform","authors":"Richard Davies, Cecile Ackermann, Jason Reimer, Ha Tran, Erika Herrera, Andrew Baker","doi":"10.14742/apubs.2023.671","DOIUrl":"https://doi.org/10.14742/apubs.2023.671","url":null,"abstract":"This poster will give insights into the Instructional Designer team's journey in evolving its methods for developing online courses. It will cover the transition from academic support to designing MOOCs on external platforms and developing courses for an in-house Learning Management System. A key aspect is the focus on targeting a different kind of learner moving beyond the traditional university student. The poster will look at the challenges, successes, and lessons learned throughout this transformation, underlining the processes, pedagogical approaches, partnerships involved as well as the challenges yet to come.","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":"139220558","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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