This paper aims to explore the importance of M?ori perspectives in AI in education (AIed) development, emphasizing the need for inclusivity and cultural responsiveness. It highlights the underrepresentation of indigenous voices in shaping emerging technologies and proposes a framework for incorporating M?ori knowledge and perspectives in AI systems. By recognizing and valuing cultural diversity, we can work towards a more equitable and inclusive future in AI education, minimizing biases and inequities. The framework can then be translated into actionable steps to ensure indigenous voices are heard and incorporated in the design and implementation of AI technologies.
{"title":"A proposal to include Maori perspectives in AIed","authors":"Josiah Koh, Gerson Tuazon","doi":"10.14742/apubs.2023.498","DOIUrl":"https://doi.org/10.14742/apubs.2023.498","url":null,"abstract":"This paper aims to explore the importance of M?ori perspectives in AI in education (AIed) development, emphasizing the need for inclusivity and cultural responsiveness. It highlights the underrepresentation of indigenous voices in shaping emerging technologies and proposes a framework for incorporating M?ori knowledge and perspectives in AI systems. By recognizing and valuing cultural diversity, we can work towards a more equitable and inclusive future in AI education, minimizing biases and inequities. The framework can then be translated into actionable steps to ensure indigenous voices are heard and incorporated in the design and implementation of AI technologies.","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":"139220762","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 launch of ChatGPT 3.5 in November 2022 has had a profound influence on teaching and learning from both students’ and staff members’ engagement. It is unclear how students are engaging with AI in creating submissions for assessments tasks, potentially impacting their learning. It is also unclear how educators are modifying their assessment design and how this may be impacting the learning outcomes of their cohorts. University systems run at a slow pace meaning that policies, course and program changes are not able to engage at the rate staff need in order to respond to this new technology. Staff have been left to deal with the use of AI in assessment tasks, often with little guidance or sufficient digital skills to make relevant changes or modifications. This workshop will focus on the role of Artificial Intelligence (AI) and assessment. Participants will be given structured activities to understand and develop activities that provide learning for students without being compromised by artificial intelligence. They will apply their learning in the workshop to an assessment they are using or plan to use.
{"title":"Modifying assessment tasks to ensure learning occurs in the era of artificial intelligence","authors":"Edward Palmer","doi":"10.14742/apubs.2023.536","DOIUrl":"https://doi.org/10.14742/apubs.2023.536","url":null,"abstract":"The launch of ChatGPT 3.5 in November 2022 has had a profound influence on teaching and learning from both students’ and staff members’ engagement. It is unclear how students are engaging with AI in creating submissions for assessments tasks, potentially impacting their learning. It is also unclear how educators are modifying their assessment design and how this may be impacting the learning outcomes of their cohorts. University systems run at a slow pace meaning that policies, course and program changes are not able to engage at the rate staff need in order to respond to this new technology. Staff have been left to deal with the use of AI in assessment tasks, often with little guidance or sufficient digital skills to make relevant changes or modifications. This workshop will focus on the role of Artificial Intelligence (AI) and assessment. Participants will be given structured activities to understand and develop activities that provide learning for students without being compromised by artificial intelligence. They will apply their learning in the workshop to an assessment they are using or plan to use.","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":"139221387","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}
Understanding the extensive use of digital technology among modern children and its growing importance in education is essential for higher education institutions to prepare educators who can effectively collaborate with parents to integrate digital technology into early childhood education. Based on ecological systems theory, parental perceptions significantly influence children's digital usage. This paper undertook a systematic review, employing the PRISMA criteria to gain insight into how parental perceptions shape attitudes towards digital adoption to understand how this may influence teachers' integration within the ECE context. It reviewed articles from January 2015 to March 2023, utilising three databases: ERIC, Education Source, and Scopus, resulting in the inclusion of 24 articles. The findings demonstrated that parents possess a comprehensive awareness, considering not only the potential advantages and disadvantages that digital technology brings to their children but also the benefits and drawbacks for parents themselves. Additionally, parental perception is influenced by various factors stemming from both the child and the parent.
{"title":"Parental perceptions on children’s use of digital technology","authors":"Ruowei Chen, Kathryn MacCallum","doi":"10.14742/apubs.2023.715","DOIUrl":"https://doi.org/10.14742/apubs.2023.715","url":null,"abstract":"Understanding the extensive use of digital technology among modern children and its growing importance in education is essential for higher education institutions to prepare educators who can effectively collaborate with parents to integrate digital technology into early childhood education. Based on ecological systems theory, parental perceptions significantly influence children's digital usage. This paper undertook a systematic review, employing the PRISMA criteria to gain insight into how parental perceptions shape attitudes towards digital adoption to understand how this may influence teachers' integration within the ECE context. It reviewed articles from January 2015 to March 2023, utilising three databases: ERIC, Education Source, and Scopus, resulting in the inclusion of 24 articles. The findings demonstrated that parents possess a comprehensive awareness, considering not only the potential advantages and disadvantages that digital technology brings to their children but also the benefits and drawbacks for parents themselves. Additionally, parental perception is influenced by various factors stemming from both the child and the parent.","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":"139221773","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}
Donna Cleveland, Long Nguyen Van Thang, Chi Nguyen Tran Mai Chi
The theme of Education for Sustainable Development necessitates Higher Education Institutions (HEIs) to integrate the 17 Sustainable Development Goals (SDGs) into their operations and program/course offerings. Drawing upon transformative learning theory and brand social responsibility theory, the research analyzes the teaching materials of 156 courses from seven programs within the School of Communication & Design at RMIT Vietnam, a prestigious Australian university. The findings reveal that the School currently aligns with 14 out of the 17 SDGs, encompassing a total of 60 indicators. On average, each program within the School addresses more than 10 goals and 24 indicators via collaborative partnership projects, case studies, and assessments. However, the study highlights that the incorporation of SDGs has yet to be deeply and comprehensively embedded within the curriculum. The research contributes to the theoretical framework of sustainability by offering recommendations on how to evaluate the integration of SDGs in teaching materials.
{"title":"Integrating Sustainability in Higher Education Curricula","authors":"Donna Cleveland, Long Nguyen Van Thang, Chi Nguyen Tran Mai Chi","doi":"10.14742/apubs.2023.543","DOIUrl":"https://doi.org/10.14742/apubs.2023.543","url":null,"abstract":"The theme of Education for Sustainable Development necessitates Higher Education Institutions (HEIs) to integrate the 17 Sustainable Development Goals (SDGs) into their operations and program/course offerings. Drawing upon transformative learning theory and brand social responsibility theory, the research analyzes the teaching materials of 156 courses from seven programs within the School of Communication & Design at RMIT Vietnam, a prestigious Australian university. The findings reveal that the School currently aligns with 14 out of the 17 SDGs, encompassing a total of 60 indicators. On average, each program within the School addresses more than 10 goals and 24 indicators via collaborative partnership projects, case studies, and assessments. However, the study highlights that the incorporation of SDGs has yet to be deeply and comprehensively embedded within the curriculum. The research contributes to the theoretical framework of sustainability by offering recommendations on how to evaluate the integration of SDGs in teaching materials.","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":"139223026","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 generative artificial intelligence (genAI) in university settings is a current topic of debate, with a range of viewpoints regarding the extent to which these tools should be used by students (Ahmad et al., 2023) and the potential applications of genAI tools in higher education (Yu & Guo, 2023). Concerns have also been raised regarding the potential student misuse of genAI tools, and the ability of these tools to score a passing grade in some university subjects (Nikolic et al., 2023). RMIT University’s position is that we must build the capability in our students to engage with AI as part of the current and future requirements of work. The RMIT units responsible for academic quality and for education innovation have created a set of statements that educators can choose from when designing assessment tasks. These statements include there being no restrictions on the use of genAI tools in the assessment task, that genAI tools can be used with limitations, or that genAI tools cannot be used. If students are permitted to use genAI tools in assessment tasks, they must appropriately acknowledge and reference the use of these tools and their outputs. In the library, we were tasked with creating citing and referencing guidelines for AI-generated content for each of the styles used at our institution, including APA 7th, IEEE, Chicago 17th and AGLC4. A challenge of this project was that there was either no specific genAI referencing advice provided by the style manual editors, or the advice was limited to a specific tool, e.g. ChatGPT in the case of APA 7th (McAdoo, 2023) and Chicago 17th (The Chicago Manual of Style Online, n.d.). We adapted the existing style advice for referencing software for the APA 7th, Harvard, Chicago 17th, and IEEE styles, the advice for referencing internet sources for Vancouver, and the advice for referencing personal correspondence for AGLC 4. We created referencing guidelines for both AI-generated text and images, as well as when genAI was used for background research. We also incorporated current Australian copyright advice into these guidelines, in which authorship can only be granted to human creators, and so the creator of the tool was used as the author rather than the tool itself. These guidelines are housed in a subject guide (RMIT, 2023) which has received more than 17,000 views between February and July 2023. We also updated our Academic Integrity Awareness (AIA) microcredential to include educative information about genAI tools. We included guidance relating to the inaccurate information and ethical concerns in some of the current tools, as well as placing these tools within the overall context of academic integrity. This microcredential is used as a component of assessment tasks in many disciplines across our institution. These resources assist students in maintaining academic integrity when using genAI tools in their learning, and when using genAI in their future careers, as they reinforce the
{"title":"Supporting students and educators in using generative artificial intelligence","authors":"Kim Taylor","doi":"10.14742/apubs.2023.538","DOIUrl":"https://doi.org/10.14742/apubs.2023.538","url":null,"abstract":"The use of generative artificial intelligence (genAI) in university settings is a current topic of debate, with a range of viewpoints regarding the extent to which these tools should be used by students (Ahmad et al., 2023) and the potential applications of genAI tools in higher education (Yu & Guo, 2023). Concerns have also been raised regarding the potential student misuse of genAI tools, and the ability of these tools to score a passing grade in some university subjects (Nikolic et al., 2023). RMIT University’s position is that we must build the capability in our students to engage with AI as part of the current and future requirements of work. The RMIT units responsible for academic quality and for education innovation have created a set of statements that educators can choose from when designing assessment tasks. These statements include there being no restrictions on the use of genAI tools in the assessment task, that genAI tools can be used with limitations, or that genAI tools cannot be used. If students are permitted to use genAI tools in assessment tasks, they must appropriately acknowledge and reference the use of these tools and their outputs. In the library, we were tasked with creating citing and referencing guidelines for AI-generated content for each of the styles used at our institution, including APA 7th, IEEE, Chicago 17th and AGLC4. A challenge of this project was that there was either no specific genAI referencing advice provided by the style manual editors, or the advice was limited to a specific tool, e.g. ChatGPT in the case of APA 7th (McAdoo, 2023) and Chicago 17th (The Chicago Manual of Style Online, n.d.). We adapted the existing style advice for referencing software for the APA 7th, Harvard, Chicago 17th, and IEEE styles, the advice for referencing internet sources for Vancouver, and the advice for referencing personal correspondence for AGLC 4. We created referencing guidelines for both AI-generated text and images, as well as when genAI was used for background research. We also incorporated current Australian copyright advice into these guidelines, in which authorship can only be granted to human creators, and so the creator of the tool was used as the author rather than the tool itself. These guidelines are housed in a subject guide (RMIT, 2023) which has received more than 17,000 views between February and July 2023. We also updated our Academic Integrity Awareness (AIA) microcredential to include educative information about genAI tools. We included guidance relating to the inaccurate information and ethical concerns in some of the current tools, as well as placing these tools within the overall context of academic integrity. This microcredential is used as a component of assessment tasks in many disciplines across our institution. These resources assist students in maintaining academic integrity when using genAI tools in their learning, and when using genAI in their future careers, as they reinforce the ","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":"139223652","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}
Caroline Steel, Dominique Parrish, Chris Campbell, Claire Walters
In recent years, we have seen the ‘rise of the micro-credential movement’ (Brown, McGreal & Peters, 2023) From a people perspective, they promise more flexible and wider access to learning that can be more easily interwoven through people’s life and work demands. They can offer more choices around the duration, pace, focus and purpose of learning. Further, micro-credentials can be used as a pathway into or through a macro-credential and showcase employability skills gained in and beyond formal learning environments. Growing global narratives around micro-credentials suggest they can potentially solve a multitude of challenges that have long been constrained by traditional education models. This interactive symposium offers an opportunity to explore the emerging potential of micro-credentials with consideration to diverse people, deeper partnerships and digital pedagogies. Using these foci, this symposium will facilitate engaging discussion and examination of this new and evolving topic.
{"title":"Can micro-credentials serve the needs of diverse people through deeper partnerships and digital pedagogy?","authors":"Caroline Steel, Dominique Parrish, Chris Campbell, Claire Walters","doi":"10.14742/apubs.2023.629","DOIUrl":"https://doi.org/10.14742/apubs.2023.629","url":null,"abstract":"In recent years, we have seen the ‘rise of the micro-credential movement’ (Brown, McGreal & Peters, 2023) From a people perspective, they promise more flexible and wider access to learning that can be more easily interwoven through people’s life and work demands. They can offer more choices around the duration, pace, focus and purpose of learning. Further, micro-credentials can be used as a pathway into or through a macro-credential and showcase employability skills gained in and beyond formal learning environments. Growing global narratives around micro-credentials suggest they can potentially solve a multitude of challenges that have long been constrained by traditional education models. This interactive symposium offers an opportunity to explore the emerging potential of micro-credentials with consideration to diverse people, deeper partnerships and digital pedagogies. Using these foci, this symposium will facilitate engaging discussion and examination of this new and evolving topic.","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":"139223791","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}
Many studies on teaching language have shown that language and culture are closely related and are best acquired together (Brook, 1968; Brown, 2000; Kramsch, 2020; Kourdis & Zafiri, 2022). In an English language program (ELP), we use a variety of textbooks. These textbooks feature culture as part of the content (e.g., customs and traditions). However, the resources are typically information-focused which directs students to simply compare and contrast the similarities and differences between their own and the target cultures in a traditional way that is insufficient for the complexity of language and culture learning. Educators found that this type of traditional approach runs the risk of oversimplifying the richness and variety of a culture by reducing it to a few salient principles (Stockwell, 2018). Although language teachers have incorporated more culture in their lessons, the major concern is finding effective ways to integrate culture and language to prepare learners to engage and collaborate effectively in a global society by discovering appropriate ways to interact with people from other cultures. In addition, it may be very demanding for them to teach culture or be individually knowledgeable about other cultures to the extent required for a truly holistic English program. The project introduces a reusable technology-enhanced learning resource in the form of an open textbook for use in an English for Academic Purpose programme. This resource aims to facilitate a general reduction in issues such as ethnocentrism, stereotypes, prejudice and similar issues that have a negative effect on intercultural communication?in multicultural language classrooms, and to students’ understanding of their own culture and other cultures through activities which require critical reflections and self-assessment. It consists of three modules and self-assessment tools for using critical reflections and assessing students’ intercultural competence. Each module has main content, practice and performance tasks. Using multimodal resources and materials are provided that make student think, reflect and discuss the main concept of the module. Through these tasks, students are able to learn the main concept of each module regarding cultural knowledge and understand what they learned through the real situation and finally demonstrate awareness of the cultural knowledge in the module. The content will be shaped with technology-integrated materials to utilise the affordance and efficacy of the innovative technology. The challenges posed by the disconnect between traditional teaching materials and a fulsome understanding of culture are met by the affordances of open pedagogy and the inclusion of open educational resources. The student-centred open pedagogy approach positions learners as co-creators of knowledge in the classroom, leveraging a constructivist learning design by providing students with opportunities to share and deeply reflect on lived experience of cul
{"title":"An open educational resource to teach language and culture","authors":"Heejin Chang, Scott Windeatt, Esther Stockwell","doi":"10.14742/apubs.2023.593","DOIUrl":"https://doi.org/10.14742/apubs.2023.593","url":null,"abstract":"Many studies on teaching language have shown that language and culture are closely related and are best acquired together (Brook, 1968; Brown, 2000; Kramsch, 2020; Kourdis & Zafiri, 2022). In an English language program (ELP), we use a variety of textbooks. These textbooks feature culture as part of the content (e.g., customs and traditions). However, the resources are typically information-focused which directs students to simply compare and contrast the similarities and differences between their own and the target cultures in a traditional way that is insufficient for the complexity of language and culture learning. Educators found that this type of traditional approach runs the risk of oversimplifying the richness and variety of a culture by reducing it to a few salient principles (Stockwell, 2018). Although language teachers have incorporated more culture in their lessons, the major concern is finding effective ways to integrate culture and language to prepare learners to engage and collaborate effectively in a global society by discovering appropriate ways to interact with people from other cultures. In addition, it may be very demanding for them to teach culture or be individually knowledgeable about other cultures to the extent required for a truly holistic English program. The project introduces a reusable technology-enhanced learning resource in the form of an open textbook for use in an English for Academic Purpose programme. This resource aims to facilitate a general reduction in issues such as ethnocentrism, stereotypes, prejudice and similar issues that have a negative effect on intercultural communication?in multicultural language classrooms, and to students’ understanding of their own culture and other cultures through activities which require critical reflections and self-assessment. It consists of three modules and self-assessment tools for using critical reflections and assessing students’ intercultural competence. Each module has main content, practice and performance tasks. Using multimodal resources and materials are provided that make student think, reflect and discuss the main concept of the module. Through these tasks, students are able to learn the main concept of each module regarding cultural knowledge and understand what they learned through the real situation and finally demonstrate awareness of the cultural knowledge in the module. The content will be shaped with technology-integrated materials to utilise the affordance and efficacy of the innovative technology. The challenges posed by the disconnect between traditional teaching materials and a fulsome understanding of culture are met by the affordances of open pedagogy and the inclusion of open educational resources. The student-centred open pedagogy approach positions learners as co-creators of knowledge in the classroom, leveraging a constructivist learning design by providing students with opportunities to share and deeply reflect on lived experience of cul","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":"139225175","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}
Thomas Cochrane, Kelly Galvin, G. Buskes, Lionel Lam, Vijay Rajagopal, S. Glasser, Margaret Osborne, Ben Loveridge, Catherine Davey, S. John, Louise Townsin, Timothy Moss
This concise paper explores how Design-Based Research (DBR) can practically guide pedagogical innovation through collaborative curriculum design. We illustrate this with four short case studies (vignettes) of DBR implemented in different discipline contexts in higher education. An examination of the common characteristics of these four project designs show how DBR can be practically implemented as a transferable educational design framework. Future work includes deeper analysis and reporting on the longitudinal impact on student learning of these projects in a subsequent full journal paper.
{"title":"Design-Based Research","authors":"Thomas Cochrane, Kelly Galvin, G. Buskes, Lionel Lam, Vijay Rajagopal, S. Glasser, Margaret Osborne, Ben Loveridge, Catherine Davey, S. John, Louise Townsin, Timothy Moss","doi":"10.14742/apubs.2023.489","DOIUrl":"https://doi.org/10.14742/apubs.2023.489","url":null,"abstract":"This concise paper explores how Design-Based Research (DBR) can practically guide pedagogical innovation through collaborative curriculum design. We illustrate this with four short case studies (vignettes) of DBR implemented in different discipline contexts in higher education. An examination of the common characteristics of these four project designs show how DBR can be practically implemented as a transferable educational design framework. Future work includes deeper analysis and reporting on the longitudinal impact on student learning of these projects in a subsequent full journal paper.","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":"139226634","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}
Polly Lai, Fiona Stroud, Angela Paladino, Nikola Kalamir
Online learning has rapidly grown internationally in Higher Education due to advanced digital technologies and the COVID-19 pandemic. In addition, it offers flexibility and convenience for students. According to Meyer (2014), student engagement has a positive relationship with student satisfaction, persistence and academic performance, particularly in online learning environments. This pilot study aims to investigate how learning designers perceive students' cognitive engagement in online learning to inform the design and creation of online tasks and activities that foster these behaviours. Eight learning designers from two Australian universities participated in semi-structured interviews. They were asked three sets of questions in relation to students’ cognitive engagement during three types of interactions (Moore, 1989) – learner-to-teacher, learner-to-learner and learner-to-content interactions in online learning. Research indicates that these interactions foster student engagement in online learning environments (Bolliger & Martin, 2018; Kennedy, 2020; Martin & Bolliger, 2018). Thematic analysis (Braun & Clarke, 2012) was used to analyse the semi-structured interview transcripts. The data revealed three principal themes: (1) learning design considerations at the unit design and activity levels, (2) student learning footprints in an LMS and their artefacts, and (3) teachers’ and students’ preparedness prior to and during the units and virtual classes. First, eight design considerations were suggested by learning designers to create effective and engaging online learning environments. These design considerations were broad-ranging and encompassed the type of pedagogical strategies, the learning environment, content structure and concept checks to improve cognitive engagement. Furthermore, most of them tended to believe that interactive and collaborative activities could foster cognitive engagement in online learning. Second, the students’ learning footprint and their artefacts relate to their qualitative or quantitative contribution during the learning process. In this study, the student learning footprint includes the relevance of responses and individual student’s analytics in LMS (e.g., the number of clicks in LMS, the time spent watching videos, etc). It was not decisive which, if any of these, would provide better engagement, but both were suggested by learning designers as indicative of cognitive engagement. Finally, an unexpected descriptor for cognitive engagement, but a reasonably common suggestion from learning designers was that the preparedness of students and teachers was a factor that could impact the cognitive engagement of students. This included whether students had sufficient underpinning knowledge, prior experience of the subject or so much prior knowledge that they disengaged from “too simple” content and concepts. The preparedness of teachers extended to the clarity of instruction, whether they knew the intention of what t
{"title":"Investigating learning designers’ perceptions of student cognitive engagement in online learning","authors":"Polly Lai, Fiona Stroud, Angela Paladino, Nikola Kalamir","doi":"10.14742/apubs.2023.499","DOIUrl":"https://doi.org/10.14742/apubs.2023.499","url":null,"abstract":"Online learning has rapidly grown internationally in Higher Education due to advanced digital technologies and the COVID-19 pandemic. In addition, it offers flexibility and convenience for students. According to Meyer (2014), student engagement has a positive relationship with student satisfaction, persistence and academic performance, particularly in online learning environments. This pilot study aims to investigate how learning designers perceive students' cognitive engagement in online learning to inform the design and creation of online tasks and activities that foster these behaviours. Eight learning designers from two Australian universities participated in semi-structured interviews. They were asked three sets of questions in relation to students’ cognitive engagement during three types of interactions (Moore, 1989) – learner-to-teacher, learner-to-learner and learner-to-content interactions in online learning. Research indicates that these interactions foster student engagement in online learning environments (Bolliger & Martin, 2018; Kennedy, 2020; Martin & Bolliger, 2018). Thematic analysis (Braun & Clarke, 2012) was used to analyse the semi-structured interview transcripts. The data revealed three principal themes: (1) learning design considerations at the unit design and activity levels, (2) student learning footprints in an LMS and their artefacts, and (3) teachers’ and students’ preparedness prior to and during the units and virtual classes. First, eight design considerations were suggested by learning designers to create effective and engaging online learning environments. These design considerations were broad-ranging and encompassed the type of pedagogical strategies, the learning environment, content structure and concept checks to improve cognitive engagement. Furthermore, most of them tended to believe that interactive and collaborative activities could foster cognitive engagement in online learning. Second, the students’ learning footprint and their artefacts relate to their qualitative or quantitative contribution during the learning process. In this study, the student learning footprint includes the relevance of responses and individual student’s analytics in LMS (e.g., the number of clicks in LMS, the time spent watching videos, etc). It was not decisive which, if any of these, would provide better engagement, but both were suggested by learning designers as indicative of cognitive engagement. Finally, an unexpected descriptor for cognitive engagement, but a reasonably common suggestion from learning designers was that the preparedness of students and teachers was a factor that could impact the cognitive engagement of students. This included whether students had sufficient underpinning knowledge, prior experience of the subject or so much prior knowledge that they disengaged from “too simple” content and concepts. The preparedness of teachers extended to the clarity of instruction, whether they knew the intention of what 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":"139227228","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}
Jason Lodge, Michael Henderson, Christine Slade, Chris Deneen
Generative artificial intelligence (AI) has put significant pressure on established assessment practices in tertiary education. These new technologies can produce key artifacts such as essays and laboratory reports that are routinely used to infer where students are in their learning. This panel reports on the outcomes of an Australian national forum to develop a set of guiding principles in response to the ways generative AI is changing the landscape of assessment. This includes rethinking what we assess; how we assure students’ work is their own; how we promote learning through the use of gen AI; how we build appropriate digital literacies through assessment; and how we build human capabilities for working in an AI-mediated world. Building on the output of the workshop, the panel will delve into some of the key challenges and how the guidance can be applied across contexts in tertiary education.
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