- ETP21 10 December 2021
- Bazaar 10 December 2021
- All
- Round 1
- Round 2
- Round 3
- Round 4
- Round 5
- Round 6
Register attendance at the ground floor of the Snow Centre.
Scan the QR code or sign in to register your attendance on site for COVID tracing purposes.
Start with a barista coffee and visit some of the vendors’ stalls, catch up with colleagues.
Make your way to the Tim Murray Theatre for the start of proceedings.
Acknowledgement of Country – Stuart McNeill.
Welcome – Dr Justin Garrick, Head of Canberra Grammar School.
Housekeeping – Russell Waldron, EdTechPosium 2021 Committee Chair.
Massive digital disruption of the pace and scale we have seen was not on the agenda for our higher education system. While Australian universities have managed with varying degrees of success to deliver emergency online learning in the wake of COVID19, most of us are still processing what the last 18 months mean for the future of university learning and teaching. In this presentation I will draw on my experience managing change across this period to explore some of the opportunities offered by this new normal, reflect on the comfortable assumptions that have been shattered, and question what it might take if we are to emerge from this moment in better shape than we went in.
An immersive 360-degree video was used to allow students to experience a court room. Filmed from the first-person perspective the student was giving evidence and justifying the care given and decisions made seven years ago. This simulation was the culmination of a combinatorial simulation based on a real coroner’s case. Students were presented with their own notes from the week/session before and told that as the patient had deteriorated and died and that all those involved in the patient’s care were being asked to give evidence in court. Armed with their own documentation and aware that seven years after the event they would probably have limited recollection or proof of additional information, students were given VR headsets to experience a court room This powerful simulation involved watching an expert witness giving a testimony about expected standards of care followed by a cross examination of the student in the role of the nurse who provided care. This was an emotional experience as students immediately recognised the limitations of their documentation. Students felt that the learning was particularly relevant when it was made clear that this simulation had been based on a real coroner’s case. Using immersive technology in this way enhanced learning and added a useful element to the simulation increasing epistemic fluency by combining different ways of knowing.
Moodle is a flexible LMS. It can be hosted in many ways depending on the resources available at an institution. We will describe the setup for Moodle at CGS from an administrative point of view, including hosting, configuration, ongoing maintenance, rollover and the aspects that are difficult to achieve in the school context.
Simply put, the future is Indigenous. You cannot survive 60, 000 years on this great land and not have an innovator’s mindset with sustainable dreaming. It is where cultural knowledge, sustainable practices and innovation to the forefront of learning.
We are the oldest living culture on the planet, so what can we teach you about innovation and educational practices? Quite a lot actually. We are the first innovators, scientists, bakers, builders, artists and more. We are more than just a ‘boomerang’ and we did it without a westernised education.
So what does that look like?
First Nations Pedagogy contains connections to learning beyond subject based mantra – Community, Narrative, Pathways, Visualisation, and Innovation. The way we think, feel, interact, learn and demonstrate are vastly different to the mainstream ways of learning and it is how we harness this that gives us a unique approach to problem solving and solutions-based learning.
Story and film is uniquely poised to engage students’ intellect and emotions. Rather than relegating films to time-saving “movie days”, we explore the creation of high production films designed for simulations and immersive learning experiences.
In this presentation, film director Rafael Florez and Dr Kelly Frame present three case studies in which they embedded film productions into learning design projects. These case studies include a film series designed to drive the learning in a Criminology course for first-year undergraduate students; a conversation set on-country with Indigenous academics exploring Indigenous perspectives and the law; and a Cybernetic post-apocalyptic short film designed for high school and middle school educators in New York State.
The analysis of these case studies prompts reflection into the mechanics of planning and producing films, the logics and principles of creating story-driven educational experiences, and the unique, educative evocations attained through sound, story, and imagery.
Join the session to learn more about how educators can create films (from low to high budgets and with varying levels of technical skills) and how these films engage students in learning.
Moodle is a highly extensible LMS. We will describe some of the plugins we have developed for Moodle at CGS, transforming a vanilla installation into a highly tailored K-12 school portal, with advanced communications, grading, planning, and administration functions. We will discuss the reasons behind their inception and the impact they have had.
Stories create relevance and emotional engagement for your learners. This emotional connection to the material they’re learning boosts understanding and retention. There are a variety of online tools that are used to help create ‘choose your own adventure’ stories, traditionally used to tell fantasy stories of goblins, dragons and dungeons. The games they produce have the power to engage young people and adults alike on a level far beyond traditional classroom activities. David has taken the free software Twine, one of the simplest and most well-established of these tools, and used it to quickly create and transform lessons into engaging yet educational scenarios. Students get to immerse themselves for a short time into real life stories, responding to work situations and practicing the best responses.
In this interactive session, David will demonstrate the creation of a simple yet powerful online game, creating a short game to meet the learning outcomes of a lesson, with a result that is typically more effective than a traditional classroom activity. Participants will interact and contribute to the design of the game as they help create a new lesson, while watching the key elements that help make the story ‘come alive.’
Participants will leave the session with an understanding of how to add this interactivity to their own online classrooms.
Underpinned by UDL, and drawing from a range of pedagogical frameworks, including OBL, Thinking Routines, and Two Way Teaching and Learning, this is a work in progress deck of Theory of Knowledge type questions to structure the investigation of objects. Specifically to support Two-Eyed Seeing, questions are shaped to build empathy and cultural capacity, using online collections from Australia and around the globe.
Whether you are pro-online learning or not, this session will provide you with ideas for design, layout, innovative assessments, and educational tools that can assist you in captivating your student audience, whether you are teaching face to face or online. Amy teaches the Cert IV in Mental Health at CIT in the Community Work Department and is very passionate about not only her area of expertise but developing resources for students that not only enhance their learning experience; they captivate a range of learning styles and have a solid focus on student welfare throughout the learning experience. An example of this, is the self-care section which is displayed on each of her eLearn pages to encourage students to be responsible for their well-being as well as their learning experience.
In this 25 minute presentation, Amy will share with you her eLearn pages for the UOC’s that she teaches online. Those UOC’s have role play practical requirements and so she will explain how students prepare for those in the online environment using the resources she has developed for the eLearn page.
The UOC’s which will be presented, have had consistent high completion rates and positive feedback from students due to the design, layout and tools used, in that online environment. Your journey with Amy will include exploration of the self-care section – why it is there, pros and student feedback; as well as a demonstration of how audio, video and written text are combined to create a captivating lesson in the online environment. Amy will further explain the importance of being trauma informed in the development of our eLearn pages by placing trigger warnings in appropriate areas for students, to be able to absorb information safely online when they may not have others present to debrief with. Amy is currently working on a large project for Services Australia and building an innovative online learning platform which will be a first of its kind; and will demonstrate what that that learning experience looks like. The Farmers Project for Services Australia will deliver online learning to a group of workers at Services Australia that work in remote and rural communities. The entire delivery will be online.
Communication is a key component of good leadership and management. Courageous conversations can be difficult to replicate in a classroom and role play can become inauthentic and difficult to implement in an online space. Ask yourself – did you ever have a conversation that didn’t go well? Or ever wished you could have practised your approach? Now you can.
Using an innovative AI platform; SimConverse, you can practice conversations as often as you like and get feedback in real time. At UC we have collaborated with SimConverse to develop an AI scenario specifically for leadership training. Our custom-built scenario is an innovative approach to leadership training and we believe it is a world first. The AI, Karl, is your direct report and has been late to work consistently for the past three weeks how will you approach Karl? His behaviour is impacting your team?
Hear about our first foray into the AI world, meet Karl, and hear the benefits our students describe. Join us for a discussion about the possibilities this platform has to offer in providing safe opportunities to practice communication. As we emerge from the pandemic it is important to explore the innovation we have developed and/or implemented in online learning platforms and ask ourselves the question – how do we combine the best elements and create a new future focussed way of working ?
As digitalization of education and distributed learning environments has become a prevalent trend, learning analytics (LA) has emerged as an integrative part of any modern learning system that aims to support teachers and students using educational data. LA takes advantage of powerful computer technologies to collect students’ digital traces with the hope of inferring actionable insights into their learning process. This presentation provides brief overview of LA, including basic concepts and exemplar use cases, ranging from built-in data reports to intelligence dashboards as well as predictive models. Concluding remarks emphasize the potential benefits and caveats arising from the use of analytics in education.
In this presentation I will detail how in 2019, I designed a learning module for ANU computer project students so that it could quickly be converted from campus to online delivery, in an emergency. This contingency was then activated due to the COVID-19 pandemic in 2020. The same learning design can be used into the future for campus, blended and online students.
Like many who teach, I had to quickly move from the classroom to online learning in early 2020, due to COVID-19. However, as part of my studies in distance education from 2013 to 2017, I looked at how e-learning could be used by Australian universities for mixed classes of domestic and international students. This included planning to use online learning as an emergency measure in the event an international crisis which prevented students getting to campus. While I had not anticipated a pandemic, having considered the policy, tools and techniques for an emergency move online proved useful in dealing with COVID-19.
Advocating elearning be ready in case of a crisis has been frustrating. Some academics were horrified by the idea of distance education, and refused to consider an international crisis could stop students getting to campus. However, the pandemic was not, as some have claimed, a “Black Swan Event”, which could not have been anticipated, or prepared for. This was a crisis which was expected and is unlikely to be the last which keeps students from campus. Having seen they now have an online option, students will consider this the default for their education, just as they now do for many aspects of their lives. Australian universities need to adjust to this reality to remain viable.
See also: Responding to the Coronavirus Emergency with e-Learning: https://blog.highereducationwhisperer.com/2020/04/responding-to-coronavirus-emergency.html
Lunch will be available in the Snow Centre, and coffee from the Coffee cart on the lawn. Catch up with colleagues, browse the vendors’ stalls, enjoy the fresh air.
EdTechPosium is delighted to welcome back Martin to speak at EdTechPosium.
Martin Dougiamas is the founder and CEO of the open-source Moodle software project he started in 1999. The Moodle platform consists of a number of products, but the best-known is Moodle LMS, which allows educators in all sectors to create private educational spaces online, filled with tools for collaborative learning. Martin has a mixed academic background with multiple post-graduate degrees in Computer Science and Education, two honorary doctorates and is a member of multiple boards around the world.
He continues to focus on researching how open education technology can best support teaching and learning in open and human ways, with a keen interest in helping to produce a generation that can meet the UN’s sustainable development goals.
Make your way to the Snow Centre for refreshments. Take a look at the Design Bazaar.
See, sample and try a wide array of solutions in our Practice Bazaar. Talk to the experts. Ask what their innovations are really like.
Digital literacy is an important element of university study. Learning online and accessing online content is an increasingly important element of study even if we return to face-to-face learning, but how are we supporting this change for students?
At UC our innovative project run by students for students is addressing this gap. From navigating the learning management system (LMS) to preparing student for immersive experiences and giving them extra tools to enhance their learning.
This program ran in two ways to explore the usefulness for students.
We provided two weekly online drop-in sessions
We provided ‘Big Hacks ‘a 4-hour session towards the end of the semester (before final assessments were due)
This initiative was particularly beneficial during lockdown as it allowed students to be supported in the online space. We found that Big Hacks was significantly more effective for students. This longer session was well attended and seemed to provide a more effective way to support students.
Previously this support has only been provided in a nursing specific approach, at the beginning of the semester, however offering the opportunity for students to revise content when it was particularly relevant was particularly successful and is a key finding from the co-design process.
The panel will share our journey, successes and challenges, in designing and developing the hacks for success program and with co-design. The panel includes an academic, study skills representatives, students and ask advisors.
Learner engagement plays a critical role in producing greater learner satisfaction and higher learning retention. However, realities indicate that engaging learners has still encountered challenges in online learning environments. To address this problem, this presentation is two-fold. First, it discusses effective ways to foster active engagement and connections with online learners. Second, it shows how Nearpod and Mentimeter could be used to supplement Zoom presentations for online learning in the challenging context of the Covid-19 pandemic. Weblinks, examples of class activities and lessons learned on the effective implementation of Nearpod and Mentimeter tools will also be shared. The presentation emphasises the needs to promote the wider application of technological affordances for today’s learner engagement.
Imagine a kindergarten music class in remote learning. Who logs in? Who performs? Who gives feedback? How do you monitor engagement? How do you scale up to a roll of hundreds? Over the past year we have innovated and refined and coded and tested with classes from K-12 and the professional development of staff. What started as sharing video files has evolved into a teaching practice utilising a scaffolded multimedia portfolio for partnerships between child, parent and teacher. Our tool is adapted from the giportfolio activity and mentor plugins for moodle. In this session Sarah and Brendon will show some waypoints along that journey and how the modified tool is used by teachers now.
H5P is so cool for developing learning
Showcase of a number of innovative approaches for building learning with H5P.
See a range of examples of H5P content types in action
- Beginners Vietnamese language materials (Course Presentation, Dictation, Speak the Words & Memory game)
- Foundation to year 2 learning modules exploring oral histories, artefacts, and memories (Course Presentation)
- Intermediate level EL listening and speaking activities (Interactive Book)
- Presenting information using Image Hotspots
Try them out on a touch screen live.
Flipped classroom approaches are being introduced in the ANU engineering degree to increase active learning and free up student time to participate in team projects. In this talk, I will share reflections on the experience of introducing self-study modules to a second-year Electronic Systems and Design course in Semester 1, 2020.
Self-study modules are a method of content delivery that allows students to study at their own pace, flexibly providing foundation knowledge skills. Self-study modules are a significant change from the previously delivered traditional face-face lecture for this course, and I embarked on this journey with some trepidation, knowing that the previous course format was popular with students. Creating the self-study modules involved writing, designing and producing a new set of videos around the existing curriculum, including setting up a studio with green screen, high-quality microphone, camera, and using OBS software to combine the video and PowerPoint format. The time students spend watching “lectures” was reduced from 48 hours to less than 20 hours, with 87 flipped videos covering the complete second-year electronics curriculum. The ‘flipped’ video format proved resilient during lockdown. The lecturer presented highly technical content with enthusiasm and confidence, along with a sense of humour, and the course delivered kept students engaged, resulting in very pleasing final results:
- 100% of students reported that the lecturer treated them with respect.
- 100% of students surveyed said the flipped videos were helpful to their learning, the course supported their learning, and the content was delivered clearly and effectively.
- 100% of students agreed this course developed their ability to think.
The experience demonstrates that the lecturer is a critical ingredient, appearing in the videos and working through the slides, as a weatherperson would present the weather.
The last year has presented many new challenges for educators, but it has also opened up some technical equipment that was previously unavailable at a reasonable price point. This workshop will showcase some of the new, more affordable technology available to teachers and content creators, and will allow you to get a close up look at tools such as mics, mixers, cameras, lighting and staging to take your online learning to the next level. You don’t have to spend a lot of money to get a great outcome, you just need to think outside the box.
Student-centered teaching requires us to make our learning environments accessible and inclusive. When students are unable to fully participate in class because of environmental, pedagogical, and/or attitudinal barriers, our teaching is not truly student-centered.
Microsoft Office365 offers specialist tools to improve user function and experience for the inclusive classroom. Using the Office 365 suite of applications, teachers have access to some amazing accessibility tools that are enable across platforms such as Word, OneNote, Forms, Edge Browser Teams and Office Lens.
This 1-hour session will showcase the amazing array of Learning tools that are available across Office 365 for Reading, Writing, Mathematics and Communication.
In recent years, Technology Enhanced Learning has become a catching phrase used by education institutions globally. Bodies like ACODE have been formed and have provided a framework for institutions to adopt as well as benchmarks to measures themselves against. Terms like Andragogy and Pedagogy form the cornerstone of course design using LMSs and other enhancing technologies. In recent weeks with Covid ramping up again, institutions are placing a lot of pressure on academics and students alike to adapt the way they teach and learn in both the physical space and online space, without much thought on what the academics and students need to master in terms of the tools they now need to use to successfully engage in education. These are tools we refer to as enabling educational tools.
In much the same way it took quite some time for academics to adjust from transparency and overhead projectors to Electronic slides and digital projectors, it will require the same if not more time to adjust to teaching online or in a hyflex mode with both students in the room and online. We know that covid did not do us any favours in preparing academics, but since then have still just been expecting our academics and students to know how these tools work? Supporting academics in the last few weeks to adjust to what we at ANU call Dual Delivery, has made it quite apparent that no amount pedagogy or andragogy is going to improve the learning and teaching experience when academics and students are struggling to understand and manage the technology used to deliver the teaching. So how can we support academics and students on tools for enabling?
EdTechPosium is delighted to welcome Dr Brad Tucker from the Australian National University as the conference dinner speaker.
Brad Tucker is an Astrophysicist/Cosmologist, at the Research School of Astronomy and Astrophysics, Mt. Stromlo Observatory at the Australian National University. He is currently trying to discover the true nature of dark energy, the mysterious substance causing the accelerating expansion of the Universe. He is the lead of the Kepler Extra-Galactic Survey, which uses the Kepler Space Telescope to understand why and how stars blow up and the search to discover Planet 9 – a proposed new planet in our Solar System. He is also leading a project to build a network of telescopes that will float on balloons.
Brad frequently gives talks to school groups and the public about Astronomy and has regular segments on radio and TV stations, such as channel 7’s Sunrise and Morning Show, and ABC’s 7:30 Report. Brad has also developed a series of Astronomy coins with the Australian Mint and consulted on science fiction movies such as Alien: Covenant. He is currently in the process of writing his first popular-level science book and developing a series of Massive Open Online Courses (MOOC)s.
Dinner Keynote: Space Race 2.0
Space exploration is happening at a rapid pace. Missions, projects, and events that are now happening were not even on the radar a few years ago. From private space travel and Hollywood movies, to building satellites to detect fires and searching for life in the Solar System, we’ll see what is happening in space. There are huge changes occurring with wide- ranging implications in law, policy, international relations, economics, and even the way we live. We’ll see what role Australia is playing and what it means for us over the next decade.
An immersive 360-degree video was used to allow students to experience a court room. Filmed from the first-person perspective the student was giving evidence and justifying the care given and decisions made seven years ago. This simulation was the culmination of a combinatorial simulation based on a real coroner’s case. Students were presented with their own notes from the week/session before and told that as the patient had deteriorated and died and that all those involved in the patient’s care were being asked to give evidence in court. Armed with their own documentation and aware that seven years after the event they would probably have limited recollection or proof of additional information, students were given VR headsets to experience a court room This powerful simulation involved watching an expert witness giving a testimony about expected standards of care followed by a cross examination of the student in the role of the nurse who provided care. This was an emotional experience as students immediately recognised the limitations of their documentation. Students felt that the learning was particularly relevant when it was made clear that this simulation had been based on a real coroner’s case. Using immersive technology in this way enhanced learning and added a useful element to the simulation increasing epistemic fluency by combining different ways of knowing.
Moodle is a flexible LMS. It can be hosted in many ways depending on the resources available at an institution. We will describe the setup for Moodle at CGS from an administrative point of view, including hosting, configuration, ongoing maintenance, rollover and the aspects that are difficult to achieve in the school context.
Simply put, the future is Indigenous. You cannot survive 60, 000 years on this great land and not have an innovator’s mindset with sustainable dreaming. It is where cultural knowledge, sustainable practices and innovation to the forefront of learning.
We are the oldest living culture on the planet, so what can we teach you about innovation and educational practices? Quite a lot actually. We are the first innovators, scientists, bakers, builders, artists and more. We are more than just a ‘boomerang’ and we did it without a westernised education.
So what does that look like?
First Nations Pedagogy contains connections to learning beyond subject based mantra – Community, Narrative, Pathways, Visualisation, and Innovation. The way we think, feel, interact, learn and demonstrate are vastly different to the mainstream ways of learning and it is how we harness this that gives us a unique approach to problem solving and solutions-based learning.
Stories create relevance and emotional engagement for your learners. This emotional connection to the material they’re learning boosts understanding and retention. There are a variety of online tools that are used to help create ‘choose your own adventure’ stories, traditionally used to tell fantasy stories of goblins, dragons and dungeons. The games they produce have the power to engage young people and adults alike on a level far beyond traditional classroom activities. David has taken the free software Twine, one of the simplest and most well-established of these tools, and used it to quickly create and transform lessons into engaging yet educational scenarios. Students get to immerse themselves for a short time into real life stories, responding to work situations and practicing the best responses.
In this interactive session, David will demonstrate the creation of a simple yet powerful online game, creating a short game to meet the learning outcomes of a lesson, with a result that is typically more effective than a traditional classroom activity. Participants will interact and contribute to the design of the game as they help create a new lesson, while watching the key elements that help make the story ‘come alive.’
Participants will leave the session with an understanding of how to add this interactivity to their own online classrooms.
Story and film is uniquely poised to engage students’ intellect and emotions. Rather than relegating films to time-saving “movie days”, we explore the creation of high production films designed for simulations and immersive learning experiences.
In this presentation, film director Rafael Florez and Dr Kelly Frame present three case studies in which they embedded film productions into learning design projects. These case studies include a film series designed to drive the learning in a Criminology course for first-year undergraduate students; a conversation set on-country with Indigenous academics exploring Indigenous perspectives and the law; and a Cybernetic post-apocalyptic short film designed for high school and middle school educators in New York State.
The analysis of these case studies prompts reflection into the mechanics of planning and producing films, the logics and principles of creating story-driven educational experiences, and the unique, educative evocations attained through sound, story, and imagery.
Join the session to learn more about how educators can create films (from low to high budgets and with varying levels of technical skills) and how these films engage students in learning.
Moodle is a highly extensible LMS. We will describe some of the plugins we have developed for Moodle at CGS, transforming a vanilla installation into a highly tailored K-12 school portal, with advanced communications, grading, planning, and administration functions. We will discuss the reasons behind their inception and the impact they have had.
Underpinned by UDL, and drawing from a range of pedagogical frameworks, including OBL, Thinking Routines, and Two Way Teaching and Learning, this is a work in progress deck of Theory of Knowledge type questions to structure the investigation of objects. Specifically to support Two-Eyed Seeing, questions are shaped to build empathy and cultural capacity, using online collections from Australia and around the globe.
Whether you are pro-online learning or not, this session will provide you with ideas for design, layout, innovative assessments, and educational tools that can assist you in captivating your student audience, whether you are teaching face to face or online. Amy teaches the Cert IV in Mental Health at CIT in the Community Work Department and is very passionate about not only her area of expertise but developing resources for students that not only enhance their learning experience; they captivate a range of learning styles and have a solid focus on student welfare throughout the learning experience. An example of this, is the self-care section which is displayed on each of her eLearn pages to encourage students to be responsible for their well-being as well as their learning experience.
In this 25 minute presentation, Amy will share with you her eLearn pages for the UOC’s that she teaches online. Those UOC’s have role play practical requirements and so she will explain how students prepare for those in the online environment using the resources she has developed for the eLearn page.
The UOC’s which will be presented, have had consistent high completion rates and positive feedback from students due to the design, layout and tools used, in that online environment. Your journey with Amy will include exploration of the self-care section – why it is there, pros and student feedback; as well as a demonstration of how audio, video and written text are combined to create a captivating lesson in the online environment. Amy will further explain the importance of being trauma informed in the development of our eLearn pages by placing trigger warnings in appropriate areas for students, to be able to absorb information safely online when they may not have others present to debrief with. Amy is currently working on a large project for Services Australia and building an innovative online learning platform which will be a first of its kind; and will demonstrate what that that learning experience looks like. The Farmers Project for Services Australia will deliver online learning to a group of workers at Services Australia that work in remote and rural communities. The entire delivery will be online.
Communication is a key component of good leadership and management. Courageous conversations can be difficult to replicate in a classroom and role play can become inauthentic and difficult to implement in an online space. Ask yourself – did you ever have a conversation that didn’t go well? Or ever wished you could have practised your approach? Now you can.
Using an innovative AI platform; SimConverse, you can practice conversations as often as you like and get feedback in real time. At UC we have collaborated with SimConverse to develop an AI scenario specifically for leadership training. Our custom-built scenario is an innovative approach to leadership training and we believe it is a world first. The AI, Karl, is your direct report and has been late to work consistently for the past three weeks how will you approach Karl? His behaviour is impacting your team?
Hear about our first foray into the AI world, meet Karl, and hear the benefits our students describe. Join us for a discussion about the possibilities this platform has to offer in providing safe opportunities to practice communication. As we emerge from the pandemic it is important to explore the innovation we have developed and/or implemented in online learning platforms and ask ourselves the question – how do we combine the best elements and create a new future focussed way of working ?
As digitalization of education and distributed learning environments has become a prevalent trend, learning analytics (LA) has emerged as an integrative part of any modern learning system that aims to support teachers and students using educational data. LA takes advantage of powerful computer technologies to collect students’ digital traces with the hope of inferring actionable insights into their learning process. This presentation provides brief overview of LA, including basic concepts and exemplar use cases, ranging from built-in data reports to intelligence dashboards as well as predictive models. Concluding remarks emphasize the potential benefits and caveats arising from the use of analytics in education.
In this presentation I will detail how in 2019, I designed a learning module for ANU computer project students so that it could quickly be converted from campus to online delivery, in an emergency. This contingency was then activated due to the COVID-19 pandemic in 2020. The same learning design can be used into the future for campus, blended and online students.
Like many who teach, I had to quickly move from the classroom to online learning in early 2020, due to COVID-19. However, as part of my studies in distance education from 2013 to 2017, I looked at how e-learning could be used by Australian universities for mixed classes of domestic and international students. This included planning to use online learning as an emergency measure in the event an international crisis which prevented students getting to campus. While I had not anticipated a pandemic, having considered the policy, tools and techniques for an emergency move online proved useful in dealing with COVID-19.
Advocating elearning be ready in case of a crisis has been frustrating. Some academics were horrified by the idea of distance education, and refused to consider an international crisis could stop students getting to campus. However, the pandemic was not, as some have claimed, a “Black Swan Event”, which could not have been anticipated, or prepared for. This was a crisis which was expected and is unlikely to be the last which keeps students from campus. Having seen they now have an online option, students will consider this the default for their education, just as they now do for many aspects of their lives. Australian universities need to adjust to this reality to remain viable.
See also: Responding to the Coronavirus Emergency with e-Learning: https://blog.highereducationwhisperer.com/2020/04/responding-to-coronavirus-emergency.html
H5P is so cool for developing learning
Showcase of a number of innovative approaches for building learning with H5P.
See a range of examples of H5P content types in action
- Beginners Vietnamese language materials (Course Presentation, Dictation, Speak the Words & Memory game)
- Foundation to year 2 learning modules exploring oral histories, artefacts, and memories (Course Presentation)
- Intermediate level EL listening and speaking activities (Interactive Book)
- Presenting information using Image Hotspots
Try them out on a touch screen live.
Digital literacy is an important element of university study. Learning online and accessing online content is an increasingly important element of study even if we return to face-to-face learning, but how are we supporting this change for students?
At UC our innovative project run by students for students is addressing this gap. From navigating the learning management system (LMS) to preparing student for immersive experiences and giving them extra tools to enhance their learning.
This program ran in two ways to explore the usefulness for students.
We provided two weekly online drop-in sessions
We provided ‘Big Hacks ‘a 4-hour session towards the end of the semester (before final assessments were due)
This initiative was particularly beneficial during lockdown as it allowed students to be supported in the online space. We found that Big Hacks was significantly more effective for students. This longer session was well attended and seemed to provide a more effective way to support students.
Previously this support has only been provided in a nursing specific approach, at the beginning of the semester, however offering the opportunity for students to revise content when it was particularly relevant was particularly successful and is a key finding from the co-design process.
The panel will share our journey, successes and challenges, in designing and developing the hacks for success program and with co-design. The panel includes an academic, study skills representatives, students and ask advisors.
Learner engagement plays a critical role in producing greater learner satisfaction and higher learning retention. However, realities indicate that engaging learners has still encountered challenges in online learning environments. To address this problem, this presentation is two-fold. First, it discusses effective ways to foster active engagement and connections with online learners. Second, it shows how Nearpod and Mentimeter could be used to supplement Zoom presentations for online learning in the challenging context of the Covid-19 pandemic. Weblinks, examples of class activities and lessons learned on the effective implementation of Nearpod and Mentimeter tools will also be shared. The presentation emphasises the needs to promote the wider application of technological affordances for today’s learner engagement.
Imagine a kindergarten music class in remote learning. Who logs in? Who performs? Who gives feedback? How do you monitor engagement? How do you scale up to a roll of hundreds? Over the past year we have innovated and refined and coded and tested with classes from K-12 and the professional development of staff. What started as sharing video files has evolved into a teaching practice utilising a scaffolded multimedia portfolio for partnerships between child, parent and teacher. Our tool is adapted from the giportfolio activity and mentor plugins for moodle. In this session Sarah and Brendon will show some waypoints along that journey and how the modified tool is used by teachers now.
Flipped classroom approaches are being introduced in the ANU engineering degree to increase active learning and free up student time to participate in team projects. In this talk, I will share reflections on the experience of introducing self-study modules to a second-year Electronic Systems and Design course in Semester 1, 2020.
Self-study modules are a method of content delivery that allows students to study at their own pace, flexibly providing foundation knowledge skills. Self-study modules are a significant change from the previously delivered traditional face-face lecture for this course, and I embarked on this journey with some trepidation, knowing that the previous course format was popular with students. Creating the self-study modules involved writing, designing and producing a new set of videos around the existing curriculum, including setting up a studio with green screen, high-quality microphone, camera, and using OBS software to combine the video and PowerPoint format. The time students spend watching “lectures” was reduced from 48 hours to less than 20 hours, with 87 flipped videos covering the complete second-year electronics curriculum. The ‘flipped’ video format proved resilient during lockdown. The lecturer presented highly technical content with enthusiasm and confidence, along with a sense of humour, and the course delivered kept students engaged, resulting in very pleasing final results:
- 100% of students reported that the lecturer treated them with respect.
- 100% of students surveyed said the flipped videos were helpful to their learning, the course supported their learning, and the content was delivered clearly and effectively.
- 100% of students agreed this course developed their ability to think.
The experience demonstrates that the lecturer is a critical ingredient, appearing in the videos and working through the slides, as a weatherperson would present the weather.
The last year has presented many new challenges for educators, but it has also opened up some technical equipment that was previously unavailable at a reasonable price point. This workshop will showcase some of the new, more affordable technology available to teachers and content creators, and will allow you to get a close up look at tools such as mics, mixers, cameras, lighting and staging to take your online learning to the next level. You don’t have to spend a lot of money to get a great outcome, you just need to think outside the box.
Student-centered teaching requires us to make our learning environments accessible and inclusive. When students are unable to fully participate in class because of environmental, pedagogical, and/or attitudinal barriers, our teaching is not truly student-centered.
Microsoft Office365 offers specialist tools to improve user function and experience for the inclusive classroom. Using the Office 365 suite of applications, teachers have access to some amazing accessibility tools that are enable across platforms such as Word, OneNote, Forms, Edge Browser Teams and Office Lens.
This 1-hour session will showcase the amazing array of Learning tools that are available across Office 365 for Reading, Writing, Mathematics and Communication.
In recent years, Technology Enhanced Learning has become a catching phrase used by education institutions globally. Bodies like ACODE have been formed and have provided a framework for institutions to adopt as well as benchmarks to measures themselves against. Terms like Andragogy and Pedagogy form the cornerstone of course design using LMSs and other enhancing technologies. In recent weeks with Covid ramping up again, institutions are placing a lot of pressure on academics and students alike to adapt the way they teach and learn in both the physical space and online space, without much thought on what the academics and students need to master in terms of the tools they now need to use to successfully engage in education. These are tools we refer to as enabling educational tools.
In much the same way it took quite some time for academics to adjust from transparency and overhead projectors to Electronic slides and digital projectors, it will require the same if not more time to adjust to teaching online or in a hyflex mode with both students in the room and online. We know that covid did not do us any favours in preparing academics, but since then have still just been expecting our academics and students to know how these tools work? Supporting academics in the last few weeks to adjust to what we at ANU call Dual Delivery, has made it quite apparent that no amount pedagogy or andragogy is going to improve the learning and teaching experience when academics and students are struggling to understand and manage the technology used to deliver the teaching. So how can we support academics and students on tools for enabling?
- All
- Round 4
- Round 5
- Round 6
Have you had to adapt your course to an online or blended learning mode? Do you have lots of material to teach but limited class time to teach it in? Are you exploring new ways to deliver your content asynchronously? Would you like to transform your lessons into engaging e-learning modules with ease?
Visit our practice bazaar to explore some of the most popular tools used in e-learning course authoring. Have a go at completing E-learning Challenges using one of these tools to win exciting prizes!
The Technology-Enhanced Learning and Teaching (TELT) team together with medical students and clinicians develop e-learning modules for undergraduate and postgraduate programs at the ANU Medical School. In this practice bazaar, we will showcase a selection of these modules created using the e-learning course authoring tools Articulate Storyline, Articulate Rise, Lt kuraCloud, and H5P.
You will have the opportunity to explore the design features, interactive content, and question types of each tool. We will discuss their affordances and limitations, and share our insights to help you choose the right tool for your learning need.
We will also offer a series of engaging E-learning Challenges using Articulate Rise around the theme of ‘A Whole New World’. Brave participants can complete Challenges to experience Articulate Rise first-hand and win exciting prizes!
Over the last twelve months, we have seen a rise in the use and development of different platforms to deliver content to various stakeholders. At the ANU we have been implementing the use of SharePoint sites to house and showcase resources for the university community to access.
We have two sites that we have developed for various communities of the university that we will showcase. Each one has a slightly different purpose and function but they have both been designed for easy access and navigation as a key component of the site’s design. One of these sites was set up for the Crawford School at ANU as a community of practice, examples and sharing of ideas and the second is the Teaching at ANU site that is open to all at the university and provides a place for resources and pedagogy on teaching practice.
We will be discussing our design journey and the reason why we chose SharePoint for these sites as well as the process of designing and development the sites while working remotely and collaboratively with others from across the university.
The shift to remote learning as a result of COVID-19 has highlighted various issues with running information sessions, particularly when used as a replacement for practical classes in laboratory-based courses. There are several issues faced by students in these live video sessions, such as a difficulty focusing, unwillingness to participate due to the confrontation of speaking up in a group, and, particularly for English-as-a-Second-Language (ESL) and other at-risk students, trouble understanding the content in a real-time situation. Feedback from remote students has also shown discontent with the level of resources available to supplement their learning, due to the absence of face-to-face practical classes, where they would have a greater level of individual support, and only providing a laboratory manual without the laboratory experience.
To help overcome these issues, the Centre for Learning and Teaching at the Australian National University is investigating the use of the open-source platform H5P to enhance laboratory manuals to improve student education. Leveraging H5P allows a greater learning experience to be afforded by providing more involved and engaging, self-paced resources that have the ability for students to self-assess their understanding through integrated formative exercises. Complex and supplementary content can also easily be incorporated and broken up into logical, coherent sections to reduce the risk of overwhelming students with large blocks of information, further encouraging student learning.
We will be showcasing our prototype for a first-year chemistry course and discussing how H5P can be used to provide a high-quality, well-rounded, interactive resource in your course.
One of the many impacts of the COVID-19 pandemic on education was the unprecedented expansion of online teaching and learning. While increased remote education has many benefits, we need to carefully consider the Tools and Applications that enable them. With widely used video conferencing tools we have seen concerns such as the lack of personal interaction and social engagement, “Zoom fatigue”, etc. Therefore, setting up alternative learning spaces for your students that are different from your extensively used tools can be a way to address that. Virtual Environments (VEs) play a key role here. There are many tools and applications (e.g., Mozilla Hubs, heyhubbub.com, spatial.io, spatial.chat, sococo.com, gather.town and wonder.me) that can be used to develop VEs that emulate real-world interactions.
In this session, we aim to give you a brief overview of these widely available VEs in the market and to go through one of them; gather.town. We will discuss how this tool can be used as a learning space, through the use and optimisation of some of its in-built features and by sharing how some learning activities can be adapted to such a space.
Facilitating facilitation; educating the educator. What’s the meta, you ask? In this highly interactive workshop, we put the student-centred approach into practice by demonstrating a snapshot of what educator training looks like when you, the educators, are asked to participate as students, facilitators and observers.
In developing training for educators, the ANU Staff Education Team epitomises experiential learning. Our sessions challenge participants to step into the shoes of students, recognise how students learn, and reflect on how that informs their practice. Through constant reflection and re-development, our programs have evolved to be novel experiences that participants describe as transformative.
In this workshop, you will get a glimpse of what that looks like – through puzzles and Play-Doh! You will have the opportunity to experience first-hand different approaches to facilitation and experiment with putting your approach into practice. Is your perception of your own teaching aligned with how you actually teach?
Our team will also take a deep dive into our own journey facilitating staff development programs through the pre-, peak-, and post- COVID eras. When adapting to remote and blended learning environments, what must stay the same and what must change? Join our workshop to find out how we maintained experiential learning while shifting from fully face-to-face delivery, to fully remote delivery, and now venturing into a blended new world.
In this presentation from the Canberra Institute of Technology, Brad and Dave from the Hospitality, Culinary and Tourism Department (HCT) will share their journey from concept, design, development, and implementation.
A collaboration with the Canberra Innovation Network (CBRIN) where elements from within units of competency in Certificate III in Commercial Cookery SIT30816 were turned into an online game.
Chef Craft is where students have fun identifying hazards and cleaning a range of different kitchen equipment using gamification within the learning environment. Correct terminology, critical information, tools, and equipment are embedded within the game to support learners, more so it is a game where they learn by having Fun and Failing! By failing we mean lots of cutting, blood spurting, electrocution, and broken backs.
Students will learn the consequences of making incorrect choices, and eventually they get through the game with all the right choices and tasks ticked off.
Teachers receive a detailed report from the game showing the tasks completed and this is used for summative assessment purposes that are mapped back to relevant units of competency.
We will uncover key design features, interactive content and benefits that could be applied to multiple different learning environments, industries, and student cohorts. You will also have the opportunity to experience the tool firsthand to have Fun and be Safe to Fail!
When your programs are open to enrolment every day of the year, there are many challenges to authenticating and personalising the student learning journey. With 20 years’ experience teaching in the VET sector, I developed a several options enhancing the online learning experience and have a few tips and tricks to share.
To start you must grab the student’s attention early – First Impressions count! Including an introductory video explaining how the qualification works and providing a detailed course induction in an eBook. The Induction covers all the critical information a student needs to succeed, how they will be assessed and how to track their progress.
We personalise support using the re-engagement tool (a moodle plugin) that provides personalised emails based on criteria such as time since enrolment or the completion or non-completion of work. The re-engagement emails are also used to notify our assessors of students that may be falling behind to prompt them to contact the student.
To provide students with practical learning opportunities we have developed a range of authentic project scenarios, where new information regarding the project progression is provided as the student progresses through the unit assessment.
Given the large volume of students in our qualifications to minimise our marking whilst retaining an authentic assessment we have included a few complex quizzes – these have mostly been built using the Cloze Question type that enables us to capture administrative tasks where the student analyses information and completes administration type tasks including numeric calculations to record their responses into a computer marked quiz.
So come to learn more on these ideas and tips to make learning more engaging, assessments more realistic and contextualised for the digital environment and ease the pressure of your teaching workload.
The shift to remote learning as a result of COVID-19 has highlighted various issues with running information sessions, particularly when used as a replacement for practical classes in laboratory-based courses. There are several issues faced by students in these live video sessions, such as a difficulty focusing, unwillingness to participate due to the confrontation of speaking up in a group, and, particularly for English-as-a-Second-Language (ESL) and other at-risk students, trouble understanding the content in a real-time situation. Feedback from remote students has also shown discontent with the level of resources available to supplement their learning, due to the absence of face-to-face practical classes, where they would have a greater level of individual support, and only providing a laboratory manual without the laboratory experience.
To help overcome these issues, the Centre for Learning and Teaching at the Australian National University is investigating the use of the open-source platform H5P to enhance laboratory manuals to improve student education. Leveraging H5P allows a greater learning experience to be afforded by providing more involved and engaging, self-paced resources that have the ability for students to self-assess their understanding through integrated formative exercises. Complex and supplementary content can also easily be incorporated and broken up into logical, coherent sections to reduce the risk of overwhelming students with large blocks of information, further encouraging student learning.
We will be showcasing our prototype for a first-year chemistry course and discussing how H5P can be used to provide a high-quality, well-rounded, interactive resource in your course.
One of the many impacts of the COVID-19 pandemic on education was the unprecedented expansion of online teaching and learning. While increased remote education has many benefits, we need to carefully consider the Tools and Applications that enable them. With widely used video conferencing tools we have seen concerns such as the lack of personal interaction and social engagement, “Zoom fatigue”, etc. Therefore, setting up alternative learning spaces for your students that are different from your extensively used tools can be a way to address that. Virtual Environments (VEs) play a key role here. There are many tools and applications (e.g., Mozilla Hubs, heyhubbub.com, spatial.io, spatial.chat, sococo.com, gather.town and wonder.me) that can be used to develop VEs that emulate real-world interactions.
In this session, we aim to give you a brief overview of these widely available VEs in the market and to go through one of them; gather.town. We will discuss how this tool can be used as a learning space, through the use and optimisation of some of its in-built features and by sharing how some learning activities can be adapted to such a space.
Facilitating facilitation; educating the educator. What’s the meta, you ask? In this highly interactive workshop, we put the student-centred approach into practice by demonstrating a snapshot of what educator training looks like when you, the educators, are asked to participate as students, facilitators and observers.
In developing training for educators, the ANU Staff Education Team epitomises experiential learning. Our sessions challenge participants to step into the shoes of students, recognise how students learn, and reflect on how that informs their practice. Through constant reflection and re-development, our programs have evolved to be novel experiences that participants describe as transformative.
In this workshop, you will get a glimpse of what that looks like – through puzzles and Play-Doh! You will have the opportunity to experience first-hand different approaches to facilitation and experiment with putting your approach into practice. Is your perception of your own teaching aligned with how you actually teach?
Our team will also take a deep dive into our own journey facilitating staff development programs through the pre-, peak-, and post- COVID eras. When adapting to remote and blended learning environments, what must stay the same and what must change? Join our workshop to find out how we maintained experiential learning while shifting from fully face-to-face delivery, to fully remote delivery, and now venturing into a blended new world.
In this presentation from the Canberra Institute of Technology, Brad and Dave from the Hospitality, Culinary and Tourism Department (HCT) will share their journey from concept, design, development, and implementation.
A collaboration with the Canberra Innovation Network (CBRIN) where elements from within units of competency in Certificate III in Commercial Cookery SIT30816 were turned into an online game.
Chef Craft is where students have fun identifying hazards and cleaning a range of different kitchen equipment using gamification within the learning environment. Correct terminology, critical information, tools, and equipment are embedded within the game to support learners, more so it is a game where they learn by having Fun and Failing! By failing we mean lots of cutting, blood spurting, electrocution, and broken backs.
Students will learn the consequences of making incorrect choices, and eventually they get through the game with all the right choices and tasks ticked off.
Teachers receive a detailed report from the game showing the tasks completed and this is used for summative assessment purposes that are mapped back to relevant units of competency.
We will uncover key design features, interactive content and benefits that could be applied to multiple different learning environments, industries, and student cohorts. You will also have the opportunity to experience the tool firsthand to have Fun and be Safe to Fail!
When your programs are open to enrolment every day of the year, there are many challenges to authenticating and personalising the student learning journey. With 20 years’ experience teaching in the VET sector, I developed a several options enhancing the online learning experience and have a few tips and tricks to share.
To start you must grab the student’s attention early – First Impressions count! Including an introductory video explaining how the qualification works and providing a detailed course induction in an eBook. The Induction covers all the critical information a student needs to succeed, how they will be assessed and how to track their progress.
We personalise support using the re-engagement tool (a moodle plugin) that provides personalised emails based on criteria such as time since enrolment or the completion or non-completion of work. The re-engagement emails are also used to notify our assessors of students that may be falling behind to prompt them to contact the student.
To provide students with practical learning opportunities we have developed a range of authentic project scenarios, where new information regarding the project progression is provided as the student progresses through the unit assessment.
Given the large volume of students in our qualifications to minimise our marking whilst retaining an authentic assessment we have included a few complex quizzes – these have mostly been built using the Cloze Question type that enables us to capture administrative tasks where the student analyses information and completes administration type tasks including numeric calculations to record their responses into a computer marked quiz.
So come to learn more on these ideas and tips to make learning more engaging, assessments more realistic and contextualised for the digital environment and ease the pressure of your teaching workload.
