ASCILITE Publications最新文献_第4页

The power of Us: 我们的力量

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.754

Oriel Kelly, Nuhisifa Seve-Williams, Keshni Kumar, Binky Laureta

引用次数: 0

Generating learning through the crowd 通过群众创造学习机会

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.770

P. Bryant

{"title":"Generating learning through the crowd","authors":"P. Bryant","doi":"10.14742/apubs.2017.770","DOIUrl":"https://doi.org/10.14742/apubs.2017.770","url":null,"abstract":"Social media and higher education pedagogy have enjoyed a chequered relationship with significant debates about the efficacy of social media as a site of student centred learning, the manager/host of an individual’s learning trajectory and as a tool of facilitating collaborative learning at scale. This paper presents the findings from the evaluation of Constitution UK, an innovative civic engagement and open learning project run by the London School of Economics and Political Science (UK). This was the lead initiative in an institution-wide shift in pedagogical approach, designed to transform the learning experience through supporting students to be co-producers of knowledge. We argue that some of the behaviours inherent in social media learning (centred on fleeting connections, digital identity and discontinuous engagement) can create the conditions for effective learning through experience and practice, both at scale in open, online modes as well in the face-to-face delivery environment. Challenging the dominant pedagogical approaches of other massive online programmes, Constitution UK brought together a civil community of people engaging in the process of digital citizenship that produced a crowdsourced constitution for the United Kingdom. The learning design of the project successfully engineered both learning and problem solving at scale. The key aspects of the project arising from how social media can facilitate critical thinking, engagement, peer and crowd learning have informed pedagogical change within the mainstream provision of the School for initiatives such as Students as Producers, civic engagement over Brexit and games-based learning.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"101 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987505","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}

引用次数: 3

Recipes for institutional adoption of a teacher-driven learning analytics tool 机构采用教师驱动的学习分析工具的秘诀

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.767

Danny Liu, Elsuida Kondo, Kevin Samnick, Deborah King, Adam Bridgeman

{"title":"Recipes for institutional adoption of a teacher-driven learning analytics tool","authors":"Danny Liu, Elsuida Kondo, Kevin Samnick, Deborah King, Adam Bridgeman","doi":"10.14742/apubs.2017.767","DOIUrl":"https://doi.org/10.14742/apubs.2017.767","url":null,"abstract":"The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focussed learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"117 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986459","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}

引用次数: 0

Improving the undergraduate Science experience through an evidence-based framework for design, implementation and evaluation of flipped learning 通过设计、实施和评估翻转学习的循证框架改善本科生的科学体验

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.742

Yvonne C. Davila, E. Huber, Dr Jorge Reyna, P. Meier

{"title":"Improving the undergraduate Science experience through an evidence-based framework for design, implementation and evaluation of flipped learning","authors":"Yvonne C. Davila, E. Huber, Dr Jorge Reyna, P. Meier","doi":"10.14742/apubs.2017.742","DOIUrl":"https://doi.org/10.14742/apubs.2017.742","url":null,"abstract":"Flipped Learning (FL) is a student-centred pedagogical approach where new content is introduced prior to class which permits more time during class for active learning. Despite the growing body of evidence of the effectiveness of FL, many educators are reluctant to adopt this approach to teaching or are unsure of how to implement FL in their classes. Many students are uncertain of how to adapt their approaches to learning to a FL curriculum. In response to these challenges and calls for a robust framework to guide the design and implementation of FL, we developed the Flipped Teacher and Flipped Learner (FTFL) Framework based on the pedagogical literature. This paper reports on the use of our FTFL framework in the redesign of a large first year science subject from a traditional delivery to a FL delivery. We evaluated the efficacy of the redesign using a mixed methods approach with data on students’ interactions with FL activities, and student and educator experiences. Findings from two iterations of the redesign indicate successful implementation of FL through high student engagement with online and class materials, and positive feedback from students and academics. Using the FTFL framework to guide the design and integration of FL, with an emphasis on clear communication, is key to our successful FL intervention and support of student learning.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"123 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986494","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}

引用次数: 1

The role of IT in prisoner education 信息技术在囚犯教育中的作用

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.789

J. Garner

引用次数: 5

A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university Moodle 中的学习分析试点及其对大学组织能力发展的影响

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.745

Jean-Christophe Froissard, Danny Y. T. Liu, Deborah Richards, A. Atif

引用次数: 2

Me, us and IT 我、我们和信息技术

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.788

Sue Gregory, Brent Gregory, D. Wood, Scott Grant, Sasha Nikolic, Mathew Hillier, Merle Hearns, Lisa Jacka, Marcus McDonald, Torsten Reiners, Sharon Lierse, Blooma John, Suku Sukunesan, Emily Rutherford, J. Jegathesan, D. Butler, H. Farley, Paul M. Irwin

{"title":"Me, us and IT","authors":"Sue Gregory, Brent Gregory, D. Wood, Scott Grant, Sasha Nikolic, Mathew Hillier, Merle Hearns, Lisa Jacka, Marcus McDonald, Torsten Reiners, Sharon Lierse, Blooma John, Suku Sukunesan, Emily Rutherford, J. Jegathesan, D. Butler, H. Farley, Paul M. Irwin","doi":"10.14742/apubs.2017.788","DOIUrl":"https://doi.org/10.14742/apubs.2017.788","url":null,"abstract":"The adoption and pedagogical use of technologies such as virtual worlds to support teaching and learning, and research in higher education involves a complex interplay of technical, organisational and personal factors. In this paper, eighteen educators and researchers provide an overview of how they perceive a virtual world can be used in education from the perspective of themselves as individuals ‘me’, their educational organisations and as members of the Australian and New Zealand Virtual Worlds Working Group (VWWG) community of practice ‘us’, as well as the complex technology that underpins this learning environment ‘IT’. Drawing on Linstone’s (1981, 1984) Technical, Organisational and Personal (TOP) multiple perspective concept as the framework for analysis, the authors discuss their perspectives of how the personal, organisational and technical aspects of teaching through the use of virtual worlds have impacted on their teaching and research in higher education. The potential of employing the TOP framework to inform future research into the use of technologies such as virtual worlds in teaching and learning is explored.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"105 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986795","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}

引用次数: 3

A framework for program wide curriculum transformation 计划范围内的课程改革框架

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.781

A. Nicolettou, A. Chester, S. Soulis

{"title":"A framework for program wide curriculum transformation","authors":"A. Nicolettou, A. Chester, S. Soulis","doi":"10.14742/apubs.2017.781","DOIUrl":"https://doi.org/10.14742/apubs.2017.781","url":null,"abstract":"Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive. This paper describes a university-wide approach to developing a framework for program level transformation that is strengths-based, data-informed and design-led. A strengths based approach builds on good practice, creating a space that is positive and forward looking. Data informed practice and the inclusion of data wranglers on the project allowed for conversations about the known, unknowns and desirable directions to take place and inform directions. Design-led practices introduced design thinking principles such a building empathy and co-design with students, alumni and industry. The emergent framework has three key stages: vision, design and build. The vision stage focuses on the program team, its students, industry and desired direction for transformation. The design stage focuses on defining challenges, ideating, co-designing and creating a plan for development. The build stage uses a rapid prototyping and iterative approach to development that incorporates user testing early in the stage. The project has delivered a framework for program level transformation and innovation and has shown that a strengths-based approach that is data informed and engages with students as codesigners has the capacity to unite teams, inform program visions and allow for innovative practices to emerge. Taking a learner experience approach to design also highlighted the value in engaging students and industry in curriculum design from the start of the process rather than simply as end users.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"120 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986552","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}

引用次数: 0

Using cultural-historical activity theory to describe a university-wide blended learning initiative 用文化历史活动理论描述全校范围的混合式学习倡议

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.778

Anselm Paul

{"title":"Using cultural-historical activity theory to describe a university-wide blended learning initiative","authors":"Anselm Paul","doi":"10.14742/apubs.2017.778","DOIUrl":"https://doi.org/10.14742/apubs.2017.778","url":null,"abstract":"Institution-wide evaluations of Blended Learning implementations are rare. Even less common are evaluations that report the sociocultural context of the implementation. Recently, an Australian university in the western region of Victoria embarked on an initiative to blend all course units over a three-year period. Stemming from a rigorous analysis of reporting documents and participantresearcher observations, an attempt has been made to describe the sociocultural context of this blended learning initiative through the lens of Engestrom’s Cultural-historical Activity Theory (CHAT). This description, along with the challenges surfaced will serve as a precursor to the university-wide impact evaluation of this blended learning initiative. The objective of the analysis was to reify the complex processes, intricate relationships and dynamic environmental elements, which tend not to be captured by impact evaluations. Understanding what exactly is going on will enable the University to situate evaluation findings in the context of factors that might have helped or hampered the achievement of outcomes, and remediate process-related problems in a timely manner. Amidst the flurry of focused and coordinated blended learning activities, eight key process-related challenges emerged: Staff Capacity, Engagement, Deployment, Workload, Technological Issues, Project Management, Communication and Unit Stability. These challenges could potentially make or break ‘the Blend’ if not adequately addressed. This paper highlights the value of process evaluations for online and blended learning implementations and argues for such evaluations to be grounded in ontological realities reflected on accountability reports and observational data.","PeriodicalId":475867,"journal":{"name":"ASCILITE Publications","volume":"102 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987485","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}

引用次数: 0

Transforming exams 改革考试

ASCILITE Publications Pub Date : 2024-05-12 DOI: 10.14742/apubs.2017.750

Mathew Hillier, Andrew Fluck

引用次数: 0