Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.
{"title":"Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy","authors":"F. Fovet","doi":"10.14742/apubs.2023.601","DOIUrl":"https://doi.org/10.14742/apubs.2023.601","url":null,"abstract":"Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.","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":"139216019","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 addresses an opportunity to harmonise the development of graduate attributes both before and after university engagement. Foregrounding these qualities and capabilities in the assessment of student work brings an opportunity to consider an over-arching meta-model that may serve to harmonise many disparate general capability frameworks. The meta-model, Capability Results Inventory, referred to as CAPRI, emerged through the categorisation of assessment criteria and was then applied with subcategories to forty six degree courses. Implementations at university level and one high school using the same assessment software are described. The meta-model is then mapped for selected 21st Century skill frameworks often used in business contexts. The paper concludes that the examples of graduate attribute integration in both university and high school assessment could also be transferrable to employee performance and development.
{"title":"Graduate attributes in action","authors":"Darrall Thompson","doi":"10.14742/apubs.2023.676","DOIUrl":"https://doi.org/10.14742/apubs.2023.676","url":null,"abstract":"This paper addresses an opportunity to harmonise the development of graduate attributes both before and after university engagement. Foregrounding these qualities and capabilities in the assessment of student work brings an opportunity to consider an over-arching meta-model that may serve to harmonise many disparate general capability frameworks. The meta-model, Capability Results Inventory, referred to as CAPRI, emerged through the categorisation of assessment criteria and was then applied with subcategories to forty six degree courses. Implementations at university level and one high school using the same assessment software are described. The meta-model is then mapped for selected 21st Century skill frameworks often used in business contexts. The paper concludes that the examples of graduate attribute integration in both university and high school assessment could also be transferrable to employee performance and development.","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":"139217481","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}
Learning design as a profession has seen increased visibility and recruitment within Higher Education through the pandemic and beyond. However, there are known challenges for those transitioning to learning design in entering what is a heavily specialised field, and challenges for universities in recruiting and retaining quality Learning Designers, understanding the roles and skills needed, and ensuring the consistency and quality of learning design across the sector. We argue that a holistic approach to recruiting, developing and supporting these roles in practice is needed. To further conversations around Learning Designer professional development specifically, we offer an ‘ecosystem’ for conceptualising professional development and supporting Learning Designers at different stages of their journey.
{"title":"Diverse people, diverse pathways","authors":"Kate Mitchell, Samuel Bugden","doi":"10.14742/apubs.2023.546","DOIUrl":"https://doi.org/10.14742/apubs.2023.546","url":null,"abstract":"Learning design as a profession has seen increased visibility and recruitment within Higher Education through the pandemic and beyond. However, there are known challenges for those transitioning to learning design in entering what is a heavily specialised field, and challenges for universities in recruiting and retaining quality Learning Designers, understanding the roles and skills needed, and ensuring the consistency and quality of learning design across the sector. We argue that a holistic approach to recruiting, developing and supporting these roles in practice is needed. To further conversations around Learning Designer professional development specifically, we offer an ‘ecosystem’ for conceptualising professional development and supporting Learning Designers at different stages of their journey.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220697","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}
Problematic Use of the Internet (PUI) is characterised by excessive and poorly controlled internet use, and encompasses a multitude of online behaviours including gambling, gaming, social networking, and pornography (Fineberg et al., 2018). PUI is disproportionately prevalent among tertiary students compared to other adults (Fineberg et al., 2018; Ioannidis et al., 2018), and is associated with poorer academic performance and severe symptoms of mental illness (Kitazawa et al., 2018; Tokunaga, 2017). This profile of high prevalence and significant life impairment highlights a pressing need to develop scalable support strategies for PUI in tertiary populations. Particularly, as higher education increasingly integrates technology into pedagogical practices, understanding and mitigating the issues stemming from technology misuse are of paramount importance. The current study responded to this multifaceted issue by investigating the efficacy of a 30-day digitally delivered mindfulness intervention for reducing PUI severity and mental illness symptoms among Australian tertiary students. Mindfulness meditation cultivates present-focused awareness, attention, and non-judgmental acceptance (Kabat-Zinn, 1994; Schumer et al., 2018), and has demonstrated efficacy in treating comparable mental health conditions (Garland & Howard, 2018). Digital mindfulness interventions are a promising approach due to their scalability, accessibility, and potential for reaching large student populations (Kuss & Lopez-Fernandez, 2016). By utilising online platforms and mobile applications, these interventions can effectively engage students and provide them with the necessary tools to develop healthier internet-use habits (Laurillard et al., 2013; Sarker et al., 2019). Twenty-six students with PUI (80.70% female; 25.62 Mage, ± 5.94) participated in weekly online group education sessions and daily app-based meditation. The weekly group sessions were designed to explicitly address common barriers to regular mindfulness practice through the use of a contemporary behaviour change framework, the Behaviour Change Wheel (Michie et al., 2011, 2014). Commonly reported barriers among students include lack of knowledge and skills, low motivation, time constraints, and financial costs (Lyzwinski et al., 2018; Schwind et al., 2017). As the therapeutic potential of digital mindfulness programs is highly dependent upon regular and consistent practice, interventions that address these barriers through application of appropriate and theory-informed behaviour change frameworks are especially valuable and maximise the likelihood of high student engagement and retention (Michie et al., 2011). Repeated measures ANOVAs revealed significant reductions in PUI severity (F(2, 50) = 14.57, p < 0.001, ?² = 0.37), depression (F(2, 50) = 21.92, p < .001, partial ?² = .47), anxiety (F(2, 50) = 16.68, p < .001, partial ?² = .40), and stress (F(2, 50) = 41.23, p < .001, partial ?² = .62) post-intervention
{"title":"Embracing the intersection of pedagogy and technology","authors":"Kavya Raj","doi":"10.14742/apubs.2023.610","DOIUrl":"https://doi.org/10.14742/apubs.2023.610","url":null,"abstract":"Problematic Use of the Internet (PUI) is characterised by excessive and poorly controlled internet use, and encompasses a multitude of online behaviours including gambling, gaming, social networking, and pornography (Fineberg et al., 2018). PUI is disproportionately prevalent among tertiary students compared to other adults (Fineberg et al., 2018; Ioannidis et al., 2018), and is associated with poorer academic performance and severe symptoms of mental illness (Kitazawa et al., 2018; Tokunaga, 2017). This profile of high prevalence and significant life impairment highlights a pressing need to develop scalable support strategies for PUI in tertiary populations. Particularly, as higher education increasingly integrates technology into pedagogical practices, understanding and mitigating the issues stemming from technology misuse are of paramount importance. The current study responded to this multifaceted issue by investigating the efficacy of a 30-day digitally delivered mindfulness intervention for reducing PUI severity and mental illness symptoms among Australian tertiary students. Mindfulness meditation cultivates present-focused awareness, attention, and non-judgmental acceptance (Kabat-Zinn, 1994; Schumer et al., 2018), and has demonstrated efficacy in treating comparable mental health conditions (Garland & Howard, 2018). Digital mindfulness interventions are a promising approach due to their scalability, accessibility, and potential for reaching large student populations (Kuss & Lopez-Fernandez, 2016). By utilising online platforms and mobile applications, these interventions can effectively engage students and provide them with the necessary tools to develop healthier internet-use habits (Laurillard et al., 2013; Sarker et al., 2019). Twenty-six students with PUI (80.70% female; 25.62 Mage, ± 5.94) participated in weekly online group education sessions and daily app-based meditation. The weekly group sessions were designed to explicitly address common barriers to regular mindfulness practice through the use of a contemporary behaviour change framework, the Behaviour Change Wheel (Michie et al., 2011, 2014). Commonly reported barriers among students include lack of knowledge and skills, low motivation, time constraints, and financial costs (Lyzwinski et al., 2018; Schwind et al., 2017). As the therapeutic potential of digital mindfulness programs is highly dependent upon regular and consistent practice, interventions that address these barriers through application of appropriate and theory-informed behaviour change frameworks are especially valuable and maximise the likelihood of high student engagement and retention (Michie et al., 2011). Repeated measures ANOVAs revealed significant reductions in PUI severity (F(2, 50) = 14.57, p < 0.001, ?² = 0.37), depression (F(2, 50) = 21.92, p < .001, partial ?² = .47), anxiety (F(2, 50) = 16.68, p < .001, partial ?² = .40), and stress (F(2, 50) = 41.23, p < .001, partial ?² = .62) post-intervention","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":"139220923","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}
Since November 2021 the Faculty of Information Technology, Monash University has been engaged in a significant large-scale Education Transformation Project with the intention to reshape and reinvigorate the way teaching teams educate, interact with, and prepare students for the future. The goal is to transform Education programs in order to engage students in active learning experiences that encourage deeper learning, prepare students for the workplace through authentic assessment, and build connection and belonging within the community of staff and adult students. This paper reports on the work done to date, reflects on our experiences and learnings, and outlines the plan for the work yet to come. The purpose of this paper is to shine a light on a project in progress as a conversation starter and reference for other colleagues planning a similar project.
{"title":"Affecting culture change","authors":"Matt Chen, Emma Yench, Phillip Abramson","doi":"10.14742/apubs.2023.576","DOIUrl":"https://doi.org/10.14742/apubs.2023.576","url":null,"abstract":"Since November 2021 the Faculty of Information Technology, Monash University has been engaged in a significant large-scale Education Transformation Project with the intention to reshape and reinvigorate the way teaching teams educate, interact with, and prepare students for the future. The goal is to transform Education programs in order to engage students in active learning experiences that encourage deeper learning, prepare students for the workplace through authentic assessment, and build connection and belonging within the community of staff and adult students. This paper reports on the work done to date, reflects on our experiences and learnings, and outlines the plan for the work yet to come. The purpose of this paper is to shine a light on a project in progress as a conversation starter and reference for other colleagues planning a similar project.","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":"139221436","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}
Michael Henderson, Jennifer Chung, R. Awdry, Shihua Yu
Online proctored exams have become a common experience for a significant number of higher education students. The rationale behind employing online surveillance revolves around the belief that these measures are essential for upholding academic integrity. However, discussions on assessment integrity often focus on comparing the motivations, conditions, and values of cheaters and non-cheaters. This binary approach potentially oversimplifies the complex nature of human motivation and behavior (Henderson et al., 2023). Cheating is influenced by a multitude of factors and motivations that can either encourage or discourage such behaviors (Brimble, 2016; Jenkins et al., 2022; Noorbehbahani et al., 2022). Merely comparing the two groups may overlook the intricacies that push students from one category to another. Therefore, this study aims to shed light on an underexplored group: students who were tempted to cheat but chose not to. These students can be viewed in two ways. Firstly, they represent a group at risk of cheating, necessitating research to develop targeted strategies supporting their integrity decisions. Secondly, they exhibit integrity despite the temptation, potentially offering insights into the nuanced 'tipping points' that go beyond existing binary comparisons. This Pecha Kucha reports on a large-scale study conducted within a single institution that explores the implications of online exams and the integrity behaviours and motivations of three groups of students: those who did not cheat and were not tempted to do so, those who did not cheat but who were tempted to cheat, and those who cheated. The data draws on an anonymous and voluntary student survey conducted in both semester 1 and semester 2 of 2022. Institutional research ethics approval was granted. The data comprises 11,333 fully completed surveys and offers interesting, and sometimes counter-intuitive findings which can help guide institutional responses. Broad insights will be offered in the Pecha Kucha presentation. This abstract offers preliminary findings based on ongoing analysis regarding the 28 motivating factors identified by the students that encouraged or discouraged cheating behaviours. Factors that encouraged cheating: Both the tempted and cheated groups identified similar motivating factors, such as the fear of failure and the financial burden of repeating a course. Surprisingly, the students who cheated chose fewer encouraging factors than those who were tempted but did not cheat. The importance of these motivations was similar for both groups. Factors that discouraged cheating: Regarding factors that discouraged cheating, all three groups (not tempted, tempted, and cheated) were asked their opinions. The non-cheating group listed more reasons and considered them more significant compared to the other two groups. The tempted group selected fewer reasons than the non-tempted group but more than the cheated group. However, the tempted and cheated groups rate
{"title":"Understanding the temptation to cheat in online exams","authors":"Michael Henderson, Jennifer Chung, R. Awdry, Shihua Yu","doi":"10.14742/apubs.2023.564","DOIUrl":"https://doi.org/10.14742/apubs.2023.564","url":null,"abstract":"Online proctored exams have become a common experience for a significant number of higher education students. The rationale behind employing online surveillance revolves around the belief that these measures are essential for upholding academic integrity. However, discussions on assessment integrity often focus on comparing the motivations, conditions, and values of cheaters and non-cheaters. This binary approach potentially oversimplifies the complex nature of human motivation and behavior (Henderson et al., 2023). Cheating is influenced by a multitude of factors and motivations that can either encourage or discourage such behaviors (Brimble, 2016; Jenkins et al., 2022; Noorbehbahani et al., 2022). Merely comparing the two groups may overlook the intricacies that push students from one category to another. Therefore, this study aims to shed light on an underexplored group: students who were tempted to cheat but chose not to. These students can be viewed in two ways. Firstly, they represent a group at risk of cheating, necessitating research to develop targeted strategies supporting their integrity decisions. Secondly, they exhibit integrity despite the temptation, potentially offering insights into the nuanced 'tipping points' that go beyond existing binary comparisons. This Pecha Kucha reports on a large-scale study conducted within a single institution that explores the implications of online exams and the integrity behaviours and motivations of three groups of students: those who did not cheat and were not tempted to do so, those who did not cheat but who were tempted to cheat, and those who cheated. The data draws on an anonymous and voluntary student survey conducted in both semester 1 and semester 2 of 2022. Institutional research ethics approval was granted. The data comprises 11,333 fully completed surveys and offers interesting, and sometimes counter-intuitive findings which can help guide institutional responses. Broad insights will be offered in the Pecha Kucha presentation. This abstract offers preliminary findings based on ongoing analysis regarding the 28 motivating factors identified by the students that encouraged or discouraged cheating behaviours. Factors that encouraged cheating: Both the tempted and cheated groups identified similar motivating factors, such as the fear of failure and the financial burden of repeating a course. Surprisingly, the students who cheated chose fewer encouraging factors than those who were tempted but did not cheat. The importance of these motivations was similar for both groups. Factors that discouraged cheating: Regarding factors that discouraged cheating, all three groups (not tempted, tempted, and cheated) were asked their opinions. The non-cheating group listed more reasons and considered them more significant compared to the other two groups. The tempted group selected fewer reasons than the non-tempted group but more than the cheated group. However, the tempted and cheated groups rate","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":"139221607","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}
Dimanthinie De Silva, Henk Huijser, Nona Press, Sam Cunningham
In a constantly evolving industry like IT, one cannot expect things to remain the same in a few years, and the biggest concern in the context of Industry 5.0 is whether technology will replace employment (ISCAN, 2021). Even as IT professionals, every graduate will ask the same question when they enter the industry. The competency development of IT graduates has been discussed and understood as a necessity in many studies (Alavi et al., 2021; Anicic & Buselic, 2021) and a review of job advertisements online shows the changing nature of required competencies. The emphasis is not only on technical knowledge but also on various skills and competencies of the individual (Mariani et al., 2021). However, industry professionals often state they feel that IT graduates lack professional preparation in terms of skills and competencies (Guneri Sahin & Celikkan, 2020; World Economic Forum, 2023). IT teaches students how to utilize, protect, manage, and trade technology to meet needs and enhance people's lives (ACM, 2018); as a result, IT practitioners' skills and competencies are more important than ever today. What is required now may differ significantly from what is required in the future (Gartner, 2022; World Economic Forum, 2019). Therefore, future graduates must be adaptable, and the skills and competencies they acquire must be dynamic and responsive to change. There is a relationship between skill development and pedagogical methods (Virtanen & Tynjälä, 2018). It is increasingly important to link students with industry and allow them to interact in real-life circumstances. Signature Pedagogies (Shulman, 1998), WIL (Lesley et al., 2010), and authentic learning (Herrington & Herrington, 2006) are just a few of the ways that link students to their profession. Group projects, presentations, internships, portfolios, discussions, flipped classrooms, peer review, research, case studies, authentic assessments, and gamification are some of the methods used in classrooms to teach skills such as interpersonal skills, teamwork, ethics, professional responsibility, equity, personal growth, and critical thinking. It is important to investigate whether these methods are the most suitable for developing these dynamic competencies. This research aims to explore the experiences of IT graduates and lecturers with the pedagogical methods utilized, and to investigate how effective they are in developing dynamic professional skills and competencies. The poster presents the proposal for this study. A case study method has been selected as it allows for an investigation of contemporary phenomena in depth within their real-world context (Yin, 2014). A single case (holistic) design was chosen to investigate how teaching, learning, and assessment methods can be used in IT higher education to develop IT professional skills and competencies which are required by industry. Even though the study will take place in a single setting, diverse participants with diverse experie
{"title":"Conceptualising the enhancement of professional skills and competencies in information technology students in higher education","authors":"Dimanthinie De Silva, Henk Huijser, Nona Press, Sam Cunningham","doi":"10.14742/apubs.2023.529","DOIUrl":"https://doi.org/10.14742/apubs.2023.529","url":null,"abstract":"In a constantly evolving industry like IT, one cannot expect things to remain the same in a few years, and the biggest concern in the context of Industry 5.0 is whether technology will replace employment (ISCAN, 2021). Even as IT professionals, every graduate will ask the same question when they enter the industry. The competency development of IT graduates has been discussed and understood as a necessity in many studies (Alavi et al., 2021; Anicic & Buselic, 2021) and a review of job advertisements online shows the changing nature of required competencies. The emphasis is not only on technical knowledge but also on various skills and competencies of the individual (Mariani et al., 2021). However, industry professionals often state they feel that IT graduates lack professional preparation in terms of skills and competencies (Guneri Sahin & Celikkan, 2020; World Economic Forum, 2023). IT teaches students how to utilize, protect, manage, and trade technology to meet needs and enhance people's lives (ACM, 2018); as a result, IT practitioners' skills and competencies are more important than ever today. What is required now may differ significantly from what is required in the future (Gartner, 2022; World Economic Forum, 2019). Therefore, future graduates must be adaptable, and the skills and competencies they acquire must be dynamic and responsive to change. There is a relationship between skill development and pedagogical methods (Virtanen & Tynjälä, 2018). It is increasingly important to link students with industry and allow them to interact in real-life circumstances. Signature Pedagogies (Shulman, 1998), WIL (Lesley et al., 2010), and authentic learning (Herrington & Herrington, 2006) are just a few of the ways that link students to their profession. Group projects, presentations, internships, portfolios, discussions, flipped classrooms, peer review, research, case studies, authentic assessments, and gamification are some of the methods used in classrooms to teach skills such as interpersonal skills, teamwork, ethics, professional responsibility, equity, personal growth, and critical thinking. It is important to investigate whether these methods are the most suitable for developing these dynamic competencies. This research aims to explore the experiences of IT graduates and lecturers with the pedagogical methods utilized, and to investigate how effective they are in developing dynamic professional skills and competencies. The poster presents the proposal for this study. A case study method has been selected as it allows for an investigation of contemporary phenomena in depth within their real-world context (Yin, 2014). A single case (holistic) design was chosen to investigate how teaching, learning, and assessment methods can be used in IT higher education to develop IT professional skills and competencies which are required by industry. Even though the study will take place in a single setting, diverse participants with diverse experie","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":"139222595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation
{"title":"Supporting peer tutoring with graphical organisers and knowledge maps","authors":"Yu Cui","doi":"10.14742/apubs.2023.555","DOIUrl":"https://doi.org/10.14742/apubs.2023.555","url":null,"abstract":"This study delves into the realm of learning from tutoring and extends existing research by introducing augmented concept mapping as an innovative strategy to enhance peer learning in preparing for tutoring. The paper provides a concise overview of the current design of pedagogically augmented concept maps and their integration with Semantic Web and derived technologies for the iterative development of knowledge maps. This research represents an ongoing endeavour with the primary objective of developing graphical organisers to support student tutors in designing tutoring plans before actual tutorials in the form of concept maps and knowledge maps. It serves a dual purpose, aiming to facilitate individual tutor learning and promote collective knowledge construction. The main contribution of this presentation lies not only in the potential for synthesising concept mapping and semantic knowledge mapping, but also in the integration of content learning, such as the domain of hydrology in this study, with dialogical tutoring interaction during peer tutoring preparation","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":"139223065","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}
As a formal institutional structure, university libraries represent at their core the collective knowledge and opportunity for deep personalised learning and professional development across the traditionalist subject matters. As professionals working within rapidly-evolving fields of online learning, in particular those around Learning Design, we do not have this same level of access or historical record as more traditional subjects (Elmborg, 2011). The Digital Education Library is an exploration of bridging this gap in a collaborative, co-curated, less formal approach to professional development. In adapting the library structure to meet the needs and breadth of our team, we also have the opportunity to modernise for access and inclusion. This design accounts for the needs of modern hybrid work models and encourages recognition of the breadth of skills, knowledge, and interests existing within our own team structures. The [institution]’s Digital Education division comprises of four smaller areas; a Learning Design, Learning Media, Learning Environments, and Exams & e-Assessments teams, under its broader banner. These interconnected roles each add value and contexts to library content and design (Ilahi et al., 2019). With a diverse team from dispersed locations, curation and access to digital resources and physical books are embedded in the design to normalise and facilitate hybrid teams. With these factors considered, building a Digital Education library gathers a broad range of themes related to third space design needs. The platform chosen utilises a hybrid approach (UNESCO, 2003), alongside a physical library of works, focused on not just instructional design, but a broad range of adjacent themes related to the areas of the Digital Education division – assessment design, media and graphic design, user experience, learning design, academic development, as well as works focused on the scholarship of teaching & learning, leadership, team culture, and data literacy. The range of themes explored is intentionally designed to foster partnerships between areas of the team, and hold intentional and visible space for professional development. Agency within the team is also fostered through opportunity for co-creation, through the option for team members to easily share resources they’ve found interesting, with relevant tags, descriptors, and templates. This presentation will explore the Digital Education Library and its design process, from its dual perspective roles as both a library of digital education, and a digital library of education.
作为一种正式的体制结构，大学图书馆的核心是集体知识，以及在传统学科领域进行深度个性化学习和专业发展的机会。作为在快速发展的在线学习领域工作的专业人员，特别是围绕学习设计的专业人员，我们并不具备与传统学科相同的访问或历史记录水平（Elmborg，2011 年）。数字教育图书馆是以合作、共同策划、不太正式的专业发展方式弥合这一差距的一次探索。 在调整图书馆结构以满足我们团队的需求和广度的同时，我们也有机会实现现代化的访问和包容。这种设计考虑到了现代混合工作模式的需要，并鼓励承认我们团队结构中存在的技能、知识和兴趣的广度。机构]的数字教育部门由四个较小的领域组成：学习设计团队、学习媒体团队、学习环境团队和考试与电子评估团队。这些相互关联的角色各自为图书馆内容和设计增添价值和背景（Ilahi et al.）由于团队成员来自不同地区，因此在设计中嵌入了数字资源和实体书籍的策划和访问，以规范和促进混合团队。 考虑到这些因素，建设数字教育图书馆收集了与第三空间设计需求相关的广泛主题。所选择的平台采用了混合方法（UNESCO, 2003），与实体作品图书馆一起，不仅关注教学设计，还关注与数字教育分部领域相关的大量相邻主题--评估设计、媒体和平面设计、用户体验、学习设计、学术发展，以及关注教学学术、领导力、团队文化和数据素养的作品。所探讨的主题范围是有意设计的，目的是促进团队各领域之间的合作，并为专业发展留出有意的、可见的空间。团队成员还可以通过相关标签、描述和模板，轻松分享他们发现的有趣资源，从而通过共同创造的机会，促进团队内部的能动性。本讲座将从数字教育图书馆和数字教育图书馆的双重视角，探讨数字教育图书馆及其设计过程。
{"title":"Building a Digital Education Library","authors":"Stephen Grono, Melissa Mitchell, Max Palad","doi":"10.14742/apubs.2023.625","DOIUrl":"https://doi.org/10.14742/apubs.2023.625","url":null,"abstract":"As a formal institutional structure, university libraries represent at their core the collective knowledge and opportunity for deep personalised learning and professional development across the traditionalist subject matters. As professionals working within rapidly-evolving fields of online learning, in particular those around Learning Design, we do not have this same level of access or historical record as more traditional subjects (Elmborg, 2011). The Digital Education Library is an exploration of bridging this gap in a collaborative, co-curated, less formal approach to professional development. In adapting the library structure to meet the needs and breadth of our team, we also have the opportunity to modernise for access and inclusion. This design accounts for the needs of modern hybrid work models and encourages recognition of the breadth of skills, knowledge, and interests existing within our own team structures. The [institution]’s Digital Education division comprises of four smaller areas; a Learning Design, Learning Media, Learning Environments, and Exams & e-Assessments teams, under its broader banner. These interconnected roles each add value and contexts to library content and design (Ilahi et al., 2019). With a diverse team from dispersed locations, curation and access to digital resources and physical books are embedded in the design to normalise and facilitate hybrid teams. With these factors considered, building a Digital Education library gathers a broad range of themes related to third space design needs. The platform chosen utilises a hybrid approach (UNESCO, 2003), alongside a physical library of works, focused on not just instructional design, but a broad range of adjacent themes related to the areas of the Digital Education division – assessment design, media and graphic design, user experience, learning design, academic development, as well as works focused on the scholarship of teaching & learning, leadership, team culture, and data literacy. The range of themes explored is intentionally designed to foster partnerships between areas of the team, and hold intentional and visible space for professional development. Agency within the team is also fostered through opportunity for co-creation, through the option for team members to easily share resources they’ve found interesting, with relevant tags, descriptors, and templates. This presentation will explore the Digital Education Library and its design process, from its dual perspective roles as both a library of digital education, and a digital library of education.","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":"139223295","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}
Collaborative practices are at the heart of the development process in educational programme and course design. Collaboration between partners is essential in learning design projects as it brings together diverse perspectives, expertise, and skills to create effective learning experiences. However, it also presents numerous challenges that can hinder the collaborative process. This paper draws on the experiences of an academic developer and an online learning designer over several online/blended projects carried out in a higher education setting, individually and together. As co-project leaders in the design and development cycle, the authors critically examine through a reflective lens how leadership, behavioral characteristics and digital tools support successful collaborations in their learning design projects. The paper discusses recommendations that strengthen partnerships and support collaborations.
{"title":"Unveiling the chameleon","authors":"Jacqui Thornley, Bettina Schwenger","doi":"10.14742/apubs.2023.548","DOIUrl":"https://doi.org/10.14742/apubs.2023.548","url":null,"abstract":"Collaborative practices are at the heart of the development process in educational programme and course design. Collaboration between partners is essential in learning design projects as it brings together diverse perspectives, expertise, and skills to create effective learning experiences. However, it also presents numerous challenges that can hinder the collaborative process. This paper draws on the experiences of an academic developer and an online learning designer over several online/blended projects carried out in a higher education setting, individually and together. As co-project leaders in the design and development cycle, the authors critically examine through a reflective lens how leadership, behavioral characteristics and digital tools support successful collaborations in their learning design projects. The paper discusses recommendations that strengthen partnerships and support collaborations.","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":"139226206","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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