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TEACHINGAND LEARNINGSYMPOSIUML E A RN I N G I N T H E D I G I TA L AG EPushing the Boundaries9AM–4PMMONDAY 29 JUNE 2015JOHN SCOTT MEETING HOUSE M E L B O U R N E C A M P U Sw w w. l a t r o b e . e d u . a u /e v e n t s /a l l / t l - s y m p o s i u m
T E AC HING A ND L E A R NINGS Y MP O SIUM8.30amRegistration9amWelcome to Country by Aunty Joy Murphy Wandin9.10amWelcome by Professor Betty Leask9.20amWelcome by Professor Jane Long: introducing keynote speaker,Associate Professor Shane Dawson9.30amKeynote address by Associate Professor Shane Dawson10.15amMorning Tea10.45amSecond Keynote: Associate Professor Phillip Dawson11.45amWorkshops: Session One12.30pmLunch and College Awards Ceremony at Glenn College Dining Hall2pmWorkshops: Session Two3pmWorkshops: Session Three3.45pmClosing remarks and thanks by Professor Betty Leaskwith drinks4.15pmEvent concludes9A M–4PM M ONDAY 29 JUNE 2015
L E A R N I N G I N T H E D I G I TA L AG EPushing the BoundariesA Tale of Two Constructs:Understanding Learning AnalyticsAdoptionDesigning Assessment forDigital Learning with the AssessmentDesign Decisions Framework2pm & 3pmStan Oates Room, Glenn College11.45am & 2pmSeminar Room 5, Glenn CollegeLearning Analytics (‘LA’) has been toutedas a game changer for education. Therapidly growing literature associated withthe field serves to promote this fervour inciting the vast impact LA can and will playin the education space. From the detectionof at-risk students to address retentionand performance, building self-regulatedlearning, development and identification of21st Century literacies to the realisation ofpersonalised learning, there appears littlethat LA cannot contribute to within learningand teaching practice. However, if LA is suchan impactful, desirable and worthy endeavourthat can effectively improve learning, and ourunderstanding of the learning process, whyare there so few examples of institutionalLA adoption? This presentation will Provideinsights into the complexity of LA adoptionfor higher education institutions along withways institutions have overcome commonbarriers. The discussion draws on thefindings from a national study investigatinginstitutional learning analytics practiceexamining the successes, directions,challenges and barriers impeding analyticsdeployment.The shift to digital learning Provides anopportunity to rethink our assessmentpractices. There is strong evidence that ifwe just copy/paste our current teaching andassessment into the digital environmentwe can, at best, expect no improvementlearning outcomes. However if we usethis as an opportunity for redesign wemay achieve assessments that are moreauthentic, sustainable and rigorous. Inthis interactive workshop you will workthrough the Assessment Design Decisionsframework and (re)design your assessmentfor digital learning. The ADD framework hasbeen developed from a national OLT Projectthat explored the gritty ‘chalkface’ realitiesof everyday university assessment, andconnected them to rigorous assessmentevidence and expertise. Workshop facilitatorAssociate Professor Phillip Dawson was colead of the Assessment Design DecisionsProject.Associate Professor Shane DawsonAssociate Professor Phillip DawsonJOHN SCOT T MEETING HOUSE GLENN COLLEGE
T E AC HING A ND L E A R NINGS Y MP O SIUMWicked Issues in Educational TechnologyDr Michael Henderson11.45am Airport Lounge, Glenn CollegeWhat would happen if we stopped pretending that technologies were solutions to teaching or learning?Education is a ‘wicked problem’, that is, something that resists any simple intervention. Technologiessimply add to the ‘wicked’ complexity. While satisfying one need, another pops up. Any leadershipstrategy, educational development initiative, or teaching approach that adopts a ‘silicon bullet’ modelinevitably misses the target entirely. Digital technologies cannot be simply parachuted from one lectureto the next to solve problems or improve outcomes. In this session, I will propose that the use of digitaltechnologies in education result in ‘wicked problems’ that are best tackled with a degree of playfulnessby the institution and educators. Our recent OLT Strategic Commissioned Project on TechnologyEnabled Learning surveyed 2800 staff and students including 85 senior leaders from all 39 AustralianUniversities. This project amply demonstrated that successful technology enabled learning invariablyinvolves a broad range of ‘conditions for success’. This session will tap into several of these conclusionsto suggest that adopting a design thinking approach to education is a far more Productive approach –albeit with considerable challenges for institutions and educators.Improving Student Retention: Separating the Hype from the HopeDr Grace Lynch11.45am Stan Oates Room, Glenn CollegeThe importance placed on student retention in the higher education sector has seen the emergenceof a variety of strategies and technologies that focus on identifying and supporting students ‘atrisk’. This has also resulted in a number of commercial software and services primarily focused onpredictive modelling of student data for cohort and characteristic (both demographic and behavioural)identification. Unfortunately the hype of many of these systems and services have not lived up to thehope challenging the current understandings of retention. This presentation will discuss a number ofstrategies, technologies and interventions focused on improving student engagement with each other,the content and the tutors in order to increase success for all students.9A M–4PM M ONDAY 29 JUNE 2015
L E A R N I N G I N T H E D I G I TA L AG EPushing the BoundariesDesigning for Student Success in Digital Learning EnvironmentsDr Darien Rossiter2pm and 3pm Davidson Room, Glenn CollegeThe notable trend in recent years to more blended and online learning has challenged the efficacyof the initial formats, which largely ‘converted’ face-to-face teaching practices and materials for usein digital environments. Engaging and effective learning in digital spaces calls for a rethinking or ‘reimagining’ of course design and development, and requires careful consideration of the choices aboutpedagogy, assessment, technologies and student support. This workshop will use a student-centredlearning framework, created for online learning environments, to assist in course planning and tostimulate discussion about the principles, design elements and choices which impact student learningoutcomes and the overall student experience. Examples of innovative and good practice will be sharedand participants will be invited to exchange ideas and examples from their own practice.Assessment Strategies for Learning in the Digital AgeProfessor Carmel McNaught11.45am Davidson Room, Glenn College3pm Seminar Room 5, Glenn CollegeAssessment should provide evidence of student learning across all the desired learning outcomes.The Structure of Observed Learning Outcomes (SOLO) framework provides an elegant way to checkthe appropriateness of assessment tasks and to set up useful criteria for marking them. In the SOLOexercises in this session, issues about the reliability of marking of written work will also be explored. Wewill also consider a number of assessment strategies that involve the use of technology, and look at waysin which assessment tasks can become more interesting and more meaningful to students. Finally, wewill explore how to use technology in peer assessment in ways that engage students, support learning –and, very importantly, reduce teacher workload.Making Blended Learning a Reality: From Design to PracticeTam Nguyen2pm and 3pm Airport Lounge, Glenn CollegeSo what is blended anyway? Is it simply videos online, or is there more to it? How do we add valueto the learning and teaching experience through effective blended design? This workshop will unpackthe components of blended learning, and discuss some of the issues that concern lecturers in thedevelopment of their subjects and courses. We will investigate design tactics and processes, based onprinciples of agile design thinking, and develop a structure for defining thresholds of blended learning.This is a practical workshop, aimed specifically for those who want to understand what it means to designfor a blended mode. Participants are encouraged to share their experiences with blended learning, andtake part in the workshop activities.JOHN SCOT T MEETING HOUSE GLENN COLLEGE
T E AC HING A ND L E A R NINGS Y MP O SIUMAssociate Professor Shane Dawson is the (Acting) Director of the Learning and Teaching Unit at theUniversity of South Australia. Shane’s research focuses on of social network analysis and learner ICTinteraction data to inform and benchmark teaching and learning quality. Shane is a founding executivemember of the Society for Learning Analytics Research and past conference chair of the InternationalLearning Analytics and Knowledge conference. He is a co-developer of SNAPP an open source socialnetwork visualization tool designed for teaching staff to better understand, identify and evaluate studentlearning, engagement, academic performance and creative capacity.Associate Professor Phillip Dawson(Phill) is Associate Director of the Centre for Research inAssessment and Digital Learning, Deakin University. His most recent completed OLT project developedthe Assessment Design Decisions framework (assessmentdecisions.org), which assists academics innavigating the complexity of assessment design. Phill’s assessment research is diverse, encompassingexam hacking; the tortured history of assessment; and the strategies university teachers use to makechanges to assessment despite bureaucracy. He has a decade of teaching experience in highereducation, for which he has received multiple Vice-Chancellors’ awards and a citation from the AustralianLearning and Teaching Council.Dr Michael Henderson spends most of his time being enjoyably frustrated with the ‘wicked problem’of educational technology. Michael is senior researcher in Educational Technology in the Faculty ofEducation at Monash University. He researches in the field of eLearning and teaches postgraduatestudies in digital instructional design and critical thinking around ‘edtech’. Over the past decade he hasprovided expert advice to Australian and international agencies in the field of eLearning, cybersafety andassessment. Michael’s research ranges from early childhood to tertiary settings, and has ranged acrossvirtual learning environments, virtual worlds, social media including the risks of teaching with socialnetwork sites, the role of data in schools, and technology based feedback. Michael is a lead editor forthe Australasian Journal of Educational Technology and is a foundation member of the ‘Learning withNew Media Research Group’, which provides leadership in rigorous empirical research into teaching andlearning and the roles of technologies. He is currently editing a book for Cambridge University Press on‘Teaching and Digital Technologies: critical issues and big ideas.’Dr Grace Lynch (BA, BEd, MEd, PhD) is Managing Director, Lynch & Associates and has over 30 yearsof experience in Australia, Asia and North America. During her career she gained practical expertisewhile teaching at the primary, secondary, college and university levels. Grace, an international scholarand highly regarded consultant, has chaired management and review committees, contributed widelyto advisory boards and acted as Director for Centres of Excellence with a number of institutions. Herresearch on the theory, rationale and analytics behind practice and planned outcomes is crucial in thedigital age where technology is both an enabler and driver of pedagogical change. Dr Lynch is the ExecutiveManager, Society for Learning Analytics Research, an inaugural member of the NSW Learning AnalyticsGroup, Adjunct Professor University of New England and is leading a team of external consultants for LaTrobe University’s Learning Analytics Workstream as part of the Digital Learning Strategy.9A M–4PM M ONDAY 29 JUNE 2015
L E A R N I N G I N T H E D I G I TA L AG EPushing the BoundariesDr Darien Rossiter has extensive experience in the tertiary education sector, working in both publicand private sector HE institutions in Australia and the UK. She has an in-depth understanding of thekey issues, opportunities and challenges facing tertiary education and offers insights and strategiesto manage, and benefit from, the disruptive influences of new technologies, new business models andinnovative approaches to learning and teaching. She has been involved in a wide range of internationalcollaborations, research projects and commercial partnerships in e-learning and online learning. In hermore recent senior management roles at Cranfield University, OUA and Study Group, she led strategicplanning and change initiatives with respect to the design and implementation of online learningenvironments, curriculum transformation for blended and e-learning, staff training and professionaldevelopment, library, digital literacy and student support services. In these and previous roles, Darienalso had responsibility for the governance, quality assurance, design, development and evaluation of HE,pathway and VET programs, with a particular focus on online, technology-enhanced and flexible modesof deliverProfessor Carmel McNaught is Emeritus Professor of Learning Enhancement and former Director ofthe Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong.Since the early 1970s, Carmel has worked in higher education in Australasia, southern Africa and the UKin the fields of chemistry, science education, second-language learning, eLearning, and higher-educationcurriculum and policy matters. She has served on the editorial boards of 18 international journals; andis a prolific author with well over 300 academic publications; recent publications and activities canbe viewed at http://www.cuhk.edu.hk/clear/people/Carmel.html. She is currently a higher-educationconsultant, working mostly in Australia, Hong Kong, New Zealand, Singapore, the UAE and the UK.Tam Nguyen is the Manager of Learning Design at Open Universities Australia, and is been teaching,designing and delivering in the online space for over 15 years. Tam first explored online technologiesin the delivery of large-scale studio-based teaching, employing innovative methods of student-drivencontent creation and assessment with social networks, blogs and virtual worlds. She later managed theonline educational direction for the National Institute of Dramatic Art, spearheading experimental usesof video-conferencing for synchronous acting & voice performance across continents. Tam has lectured,developed and delivered large-scale courses in both online and blended modes, and have designed andfacilitated massive open online courses (MOOCs) for the University of New South Wales to cohorts ofover 30,000. Her academic background and understanding of higher education teaching has producedeffective design tactics that are currently implemented for blended courses. Tam is currently involved inLa Trobe’s Blended Learning Curriculum Design component of the Digital Learning Strategy.JOHN SCOT T MEETING HOUSE GLENN COLLEGE
ENQUIRIESLa Trobe Learning and TeachingLa Trobe UniversityVictoria 3086E ltlt@latrobe.edu.auW www.latrobe.edu.au/ltlt
Associate Professor Shane Dawson is the (Acting) Director of the Learning and Teaching Unit at the University of South Australia. Shane’s research focuses on of social network analysis and learner ICT interaction data to inform and benchmark teaching and learnin
