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SPECIAL UNIVERSITY ISSUE
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CONTENTS ISSUE 81
20
28 REGULARS
FEATURES
8 FROM THE EDITOR
28 COVER STORY
10 CYBER CHAT 12 CALENDAR OF EVENTS 68 TECH STUFF 70 PRODUCT SHOWCASES
50
In this issue’s cover story, Jason Lodge, Senior Lecturer in the Melbourne Centre for the Study of Higher Education at University of Melbourne and Shelly Kinash, Director for Advancement of Learning & Teaching at the University of Southern Queensland, look at some of the amazing new research emerging around the brain and how we learn as well as what this means for educators.
20 USING EDUCATION TECHNOLOGY TO SUPPORT STUDENTS AS CITIZEN SCHOLARS Professor James Arvanitakis, Dean of the Graduate Research School at Western Sydney University examines why Universities exist, and how education technology is playing a role in answering that question.
34 DESIGN STRATEGIES THAT WORK TO MAXIMISE E-LEARNING Elizabeth Cook, an Educational Designer at the University of Southern Queensland, looks at the keys 6 key principals that go into creating a successful e-learning experience.
54 WORK-INTEGRATED LEARNING IN SUPPORT OF DIGITAL FUTURES Work-integrated learning (WIL) is all about helping to prepare students for the world of work. Associate Professor Denise Jackson of the
4 | EDUCATION TECHNOLOGY SOLUTIONS
004-007_ETS81 Contents B.indd 4
School of Business and Law at Edith Cowan University looks at the ways technology can be intertwined into WIL to make these experiences more accessible for students and to create an enhanced learning experience.
72 USING EDUCATION TECHNOLOGY TO FACILITATE ONLINE PEER LEARNING Professor Jill Lawrence, Associate Dean (Students) in the Faculty of Business, Education, Law and Arts at USQ, examines the ways in which stories/narrative from actual practice strengthen peer learning for student engagement and quality learning.
16 INTERACTIVE LEARNING Associate Professor Michael Sankey, Director of Learning Transformations at the Western Sydney University, looks at the value of ePortfolios in today’s universities.
24 PLUGGED IN Professor Heidi Blair, Deputy Director of Learning Futures at Griffith University and MadelaineMarie Judd, Griffith Graduate Attributes Project Manager at Griffith University outline seven tips to engage students in graduate attributes through social media.
42
engagement within the university classroom.
42 NEXT STEP Shelly Kinash, Director of Advancement of Learning & Teaching at the University of Southern Queensland look at key commendations and recommendations for technologyenabled higher education.
46 LET’S TALK PEDAGOGY Ken Udas, Susan Brosnan and Bill Wade of the University of Southern Queensland discuss the agile approach used in technology demonstrators while offering examples of agility in action and recommendations for those wishing to influence a culture of innovation within higher education.
50 PROFESSIONAL DEVELOPMENT Who and what is ASCILITE?
58 TEACHING TOOLS Innovative curriculum and approaches to online learning – how to design for social learning.
60 GET CONNECTED How can digital technologies can be used to share student achievement?
38 OFFICE SPACE Engaging timid students: Backchannel as a tool to provide opportunities for interactivity and
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FROM THE EDITOR www.educationtechnologysolutions.com.au
EDITORIAL
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
CONTRIBUTORS
GUEST EDITOR Professor Shelley Kinash Dominique Parrish, Chie Adachi, Marcus O’Donnell, Jill Lawrence, Madelaine-Marie Judd, Heidi Blair, Christian Moro, Donna Henson, Shelley Kinash, Ken Udas, Susan Brosnan, Bill Wade, Michael Sankey, Trina Jorre de St Jorre, Denise Jackson, Elizabeth Cook, James Arvanitakis, Jason Lodge, Tess Ariotti
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I
t is my privilege, as Guest Editor of this
21 authors from 10 different Australian universities
special issue to identify the resounding
about vision and current practices in higher education
themes and highlight some of the
technology solutions. It is hoped that readers from
exciting digital innovations described by the
higher education will find inspiration and practical
university-based authors. This special ASCILITE Issue
ideas for their own students and institutions in these
was launched at the 2017 ASCILITE Conference
papers. School-based readers, such as principals
hosted by University of Southern Queensland. As
and teachers, might read these papers as ‘next steps’
described in this issue by the ASCILITE President,
or in other words for the digital contexts that their
Dominique Parrish, The Australasian Society for
school leavers will experience when they transition
Computers in Learning in Tertiary Education, also
to university. Making this transition and deciding
known as ASCILITE is a not-for-profit professional
whether and then which university can be a fraught
association leading and advocating for excellence in
time for many Year 12 graduates and their parents. In
the use of digital technologies in tertiary learning and
her paper, titled ‘Online information supporting future
teaching. ASCILITE seeks to promote and recognise
students to decide which university & program’, Asma
exemplary innovation, evidence-based practice and
Qureshi summarises the findings of her ground-
research into the sustainable use of educational
breaking thesis research, studying this terrain. She
technologies to progress pedagogical practice. The
concludes with recommendations to universities
occasion of the 2017 ASCILITE Conference is
regarding their online advertising campaigns.
therefore a prime opportunity to invite academics
8 | EDUCATION TECHNOLOGY SOLUTIONS
008-009_ETS81 Editor's Letter.indd 8
This Special Issue features 16 papers written by
Education Technology Solutions
A number of the papers in this special issue
across Australian universities to reflect on our vision
are intentionally broad-based. These papers are not
and practices for enhancing student learning, the
about particular education technologies or specific
overall student experience and graduate outcomes
student matters. Instead, these papers present the
through education technology solutions.
overall vision for higher education and how we
educationtechnologysolutions.com.au
21/11/17 5:45 pm
betterment.’ In his paper titled,
online or in blended modalities. At the
thus increasing their employability
‘Leading academic innovation through
ASCILITE conference, in addition to
and potentially leading to successful
technology’, Jonathan Powles clearly
listening to the presenters and asking
graduate careers. In her paper, titled
states that the pedagogy (and thus the
questions directly to them, attendees
‘Work-Integrated Learning (WIL) in
students’ learning) always comes first
will also be having ‘backchannel’
support of digital futures’, Denise
in our priorities, and the technology
conversations via Twitter. Ideas will be
Jackson takes a different stance to
therefore comes second, in support
discussed, key points highlighted and
many of the other papers in this special
of that learning. In other words,
sometimes counter-arguments raised.
issue. While many of the papers
Jonathan is suggesting that we ‘flip our
In their article, titled ‘Engaging timid
address technology in the context of
thinking’ and Chie Adachi and Marcus
students: Backchannel as a tool to
how universities enhance supports to
O’Donnell suggest that we ‘flip the
provide opportunities for interactivity
students, Denise wrote about how the
whole university.’ In their paper titled,
and engagement within the university
workforce is increasingly digital and
‘Innovative curriculum and approaches
classroom’, Christian Moro and Donna
how it is incumbent upon universities
to online learning – designing for social
Henson shared their experiences
to prepare students accordingly. One
learning’ they remind the readers that
regarding how bringing backchannels
of her insightful quotes is, ‘Whatever
‘innovation is all around us’ but that
into the university classroom increases
drives an individual and whatever
universities are not always so good
student engagement. Many of these
their career aspirations may be, they
at responding in innovative ways. In
backchannel conversations take
need to embrace automation and the
their paper, titled ‘An agile approach to
place between students, without
rapid changes in technology which
testing and demonstrating education
the academic’s intervention. Jill
permeate our work, social and family
technology’ Ken Udas, Susan Brosnan
Lawrence, in her paper ‘Using
lives. If the goal of WIL is to prepare
and Bill Wade describe how they
education technology to facilitate
students and make them career ready,
used creative, flexible strategies to
online peer learning’, urges readers
the WIL experiences must therefore
encourage, welcome and pilot higher
not to discount the educational value
expose students to at least a snapshot
education technology solutions.
of peer-to-peer interaction and shares
of the digital future.’ In their paper,
strategies and experiences for fostering
titled ‘Seven tips to engage students
and recommendations for technology-
and supporting this communication,
in graduate attributes through social
enabled higher education’, I presented
particularly online.
media’, Madelaine-Marie Judd and
In my paper, titled ‘Commendations
three lists of seven – first, what
Elizabeth Cook is an educational
Heidi Blair wrote about the need to
I think makes for great university
designer, supporting academics to
deliver and promote concepts such as
learning, then the exciting practices
optimise learning experiences for
‘graduate attributes’ using terms and
can take action through technology-
I have observed in higher education
online students. In her insightful article,
media that make sense to students.
enhanced learning and teaching. With
technology solutions and, finally,
titled ‘Design strategies that work
On a similar theme, in her paper,
his characteristic insightful leadership,
what I see as problems that have not
to maximise e-Learning’, Elizabeth
titled ‘Digital solutions for supporting
James Arvanitakis inspires readers
yet been solved. In our paper, titled
presents six practical approaches
students’ career identities’, Trina Jorre
with his paper, ‘Using education
‘Surprising research findings about
to improving online learning design.
de St Jorre described the innovative
technology to support students as
the brain and learning’, Jason Lodge
In his paper, titled ‘ePortfolios
supports that Deakin University has put
citizen scholars.’ James wrote, ‘The
and I turned a conversation into this
in today’s universities’, Michael
into place to nurture graduates’ career
Citizen Scholar encapsulates the idea
piece about Jason’s team research
Sankey shared insights into how to
success. I am a big fan of Deakin’s
that universities exist to both promote
into what studies of the brain can tell
use online portfolios as authentic
‘Me In A Minute’ campaign, which
scholarship as well as active and
us about how to advance learning.
assessment that both enables and
Trina describes in her paper. Coming
engaged citizens. That is, universities
Adrian Stagg, in his paper, ‘What Open
demonstrates learning. His paper
full circle, from the first described
need to inculcate a set of skills and
Educational Resources (OER) look
presents an informative state-of-the-
paper to the last, all of the authors in
cultural practices that educate students
like’, clearly depicts, using a number
field scan across 48 Australasian
this special issue are committed to
beyond their disciplinary knowledge.
of contextualised practical examples,
institutions. Increasingly, universities
students and graduates and to higher
This is driven by the idea that
the characteristics and advantages of
are recognising the need for students
education and its life-lifting potential.
universities must maintain a social
OER. Openness, sharing and innovation
to have continued access to their
mission that mobilises knowledge
are our emerging future, but how do
ePortfolios after graduation so that they
ideas regarding how to heighten
for the benefit of society. That is, a
we support our universities and our
can use them for lifelong learning, job
university student learning, the overall
central purpose of higher education
students to get there?
search and career navigation.
student experience, transitions or
is to improve the societies in which
Education technologies and digital
A number of the authors of this
Whether you are looking for new
graduate career outcomes, I am
we live and foster citizens who are
capabilities overall have changed
special issue focussed on how
certain that you will find inspiration
creative, innovate and have the ability
the way in which we interact with
technology and digital communications
in the papers describing education
to critique the structures around
teachers, presenters and fellow
can support university students to
technology solutions in this special
them with the purpose of community
learners whether that be on-campus,
develop professional competencies,
issue. n
educationtechnologysolutions.com.au
008-009_ETS81 Editor's Letter.indd 9
EDUCATION TECHNOLOGY SOLUTIONS | 9
21/11/17 5:45 pm
| CYBER CHAT
Tech As A Tool For Improving STEM TESS ARIOTTI, HEAD OF CORPORATE SOCIAL RESPONSIBILITY, SAMSUNG AUSTRALIA
I
t’s just been shown
students, seven of these children lack
thinking behind their projects and
of maps, following and giving
that Australian primary
the knowledge to navigate the world
the findings. Ultimately, their work
directions, doing jigsaw puzzles and
school students can
around them.2
demonstrated how good technology
even photography can help students
can enable significant, real-world
develop skills that can lead to an
STEM investigations.
improvement in mathematics and help
develop a year’s worth
of mathematics skills in merely three weeks; thanks to a new research
So, what does this latest research tell us and where to next? Over a three-week period, 20
Using the insights from the
prepare them for successful careers in STEM.
program based on technology-enabled
primary schools were involved in a
research and applying the methods
spatial reasoning exercises.
program that replaced mathematics
used in the program, educators
classes – for the purpose of the
are now in a better position to help
and parents need proven methods
Samsung and the University of
study – with a program of activities,
improve the outcomes of STEM
to better teach STEM to our next
Canberra revealed new insights into
enhanced by technology. Designed to
education among primary and high
generation. Looking ahead, teachers,
how we can help accelerate progress
develop spatial reasoning capabilities,
school students. However, this national
researchers and even policy makers
in addressing Australia’s burgeoning
the activities built a capacity to locate,
issue isn’t the sole responsibility of
can take this research and build better,
STEM skill problem; in both primary
orientate and visualise objects;
those working in education. We all
more focused, technology-enabled
and high school settings.
navigate paths; decode information
have a role to play. While teaching is
solutions for improved competence
graphics; and use and draw diagrams.
clearly a significant building block,
in core mathematic skills. However,
Australia’s competency in
Additionally, students in Year 7 to 11
there is a lot parents can do before
to achieve sustainability and make a
mathematics and science recently
from two high schools were involved
children even get to school, developing
broader impact, we should all consider
dropped five places on the world
in the secondary component of the
these core skills from an early age.
how we can place a stronger focus on
stage in five years1 and the impact
program which applied real world and
reaches far beyond the classroom.
inquiry-led learning – with the aid of
children’s spatial reasoning, and
Competence in mathematics has
technology – to see an increase in
therefore mathematical ability, through
been heralded as the most influential
design-thinking. Using smartphones
an array of out-of-school activities.
indicator for success in adult life.
and tablets, students collected,
These are simple, everyday tasks
Educational Research, Trends in
Unfortunately, when looking at a
logged, analysed and presented
that parents can implement at home.
International Mathematics and Science
typically-sized Australian class of 24
data to creatively demonstrate the
For instance, the use and creation
Study (TIMSS), 2016
A recent collaboration between
We’re all conscious that
10 | EDUCATION TECHNOLOGY SOLUTIONS
010-015_ETS81 Regulars.indd 10
Parents can enhance their
It’s no secret that our teachers
spatial thinking in both primary and secondary schools. n 1, 2
Australian Council for
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21/11/17 12:46 pm
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| EVENTS CALENDAR
BETT Show
is an annual two-day event which
teaching at the coal-face, or are looking
and interactive exhibition seminars
24-27 January 2018
runs in March and will be held
to meet people in specific roles such
and displays (not to mention hours of
Excel London
at the Melbourne Convention &
as Foundation or SEN Coordinators,
networking functions) – meaning that
Bett is the first industry show of the
Exhibition Centre.
the event is structured to appeal to the
you gain the benefits of a bespoke
people you want to speak to.
niche program, focused on YOUR
year in the education technology
It is the sister-event of EduTECH
Perhaps most importantly, National
landscape, bringing together 850
(Australasia and Asia Pacific’s largest
leading companies, 103 exciting new
education event). It consists of one
FutureSchools is affordable… the
edtech start ups and over 34,700
central exhibition and five parallel
organisers know the education sector
attendees (131 countries represented)
conferences designed to tackle five
has limited funds, so they work with
Development points – when
from the global education community,
specific areas of the future school:
industry to subsidise registration costs,
you register, simply tick the box
that come together to celebrate, find
• Future Leadership
making this an accessible investment
indicating that you wish to apply for
inspiration and discuss the future
• Young Learning
in your learning.
CPD/PD Points, and we will post
of education, as well as the role
• Special Needs
technology and innovation plays in
• Teaching about and using emerging
enabling all educators and learners to thrive. For more information visit www. bettshow.com
National FutureSchools Expo & Conference 21-22 March 2018
technologies • STEM, coding, robotics and the new digital curriculum.
you a Certificate of Attendance which you can present to your
very best speakers from Australia and
representative body.
around the world. You can share your
For more information visit
ideas, successes and challenges with
futureschools.com.au
FutureSchools Expo have all been
to discuss, debate and take away
designed to cater for senior leadership
implementable outcomes.
Whether you want to focus your
And of course, earn Professional
event, educators have access to the
over 4,000 attendees in similar roles
K-12 education.
like-minded education professionals.
At the National FutureSchools
The five conferences at the National
working in different roles within
needs, combined with more than 1,500
Just as importantly, you can tailor-
EduTECH Australia 2018 7-8 June 2018
make your own experience and learn
International Convention Centre,
what YOU want to know about – you
Sydney
Melbourne Exhibition & Convention
engagements on Principals and the
get to choose from five conferences,
EduTECH is Australasia’s largest annual
Centre
Senior Executives, prefer to talk to
with multiple streams, plus focused
education technology conference
The National FutureSchools Expo
the real implementers of technology
breakout sessions, MasterClasses
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the learning path that works best for you and covers what’s important to you. Immerse yourself in powerful ideas and inspirational speakers, while connecting with innovative educators who share your passion for transformative learning. Save the date for ISTE 2018! For more information visit https:// conference.iste.org/2018/
2018 Leading a Digital School Conference 16-18 August 2018 Twin Waters Resort, Sunshine Coast QLD Are you a digital leader in your school interested in all forms of digital leadership? We are very interested in you presenting at our 2018 Leading a Digital School Conference to share your work and achievements with the delegates. The conference will be held at the Twin Waters Resort, Sunshine Coast QLD on Thursday 16, Friday 17 and Saturday 18 August 2018. Conference Overview The conference is focused on school leaders and leading teachers striving to offer the highest quality programs in: • mentoring and coaching in a leading digital school • digital technology and literacy in a leading digital school will host a multitude of conferences
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ISTE 2018
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14 | EDUCATION TECHNOLOGY SOLUTIONS
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| INTERACTIVE LEARNING
ePortfolios
In Todayâ&#x20AC;&#x2122;s U
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s Universities
BY ASSOCIATE PROFESSOR MICHAEL SANKEY
A recent sector scan across
multiple tools were being used, usually
system (LMS), three (6 percent) were
the functionality (or otherwise) of
Australasian universities conducted
in different schools or faculties to meet
using the portfolio tool in Bright Space
these tools.
by the Australasian Council on Open,
a particular or perceived need. So,
(D2L) LMS, two were using Google,
Distance and e-Learning (ACODE)
although the institution may have had
one each were using Chalk & Wire and
how higher education is embracing
found a variable uptake of ePortfolio
a centrally supported system, others
Career Hub, and seven (15 percent)
newer forms of technology and how
tools across the university sector.
(departments and often individuals)
had no centrally supported ePortfolio.
the role of the commercial marketplace
Although many universities now have
within the university were bypassing
In nearly all cases, those institutions
is changing. This is seen in the
well-established ePortfolio systems in
this for other (non-supported) solutions.
that had no centrally supported
plethora of social media tools that can
place, and have had for many years,
This is not necessarily a problem, but it
tool were currently trialling some
now slot (although not comfortably)
others are still grappling with, or slowly
does point to the fact that the centralised
different options.
into this virtual learning environment
moving towards, a more consistent
system may not necessarily be fully
approach to providing this institutional
hitting the mark or that the functionality
identify the products used, in many
linkedin.com/in/michaelsankey/) and
service for their students and staff.
of the tool is not understood well
cases this was accompanied by
a range of efficacious self-authoring
It is fair to say that although
enough by the staff and thereby
a disclaimer, such as ‘but we are
website tools sites (such as Wordpress
the students.
trialling X’ or ‘different schools have
[https://michaelsankey.com/], Weebly
different requirements, so we can’t
[https://www.weebly.com/au], and
ePortfolio has been on the higher
Not only did the sector scan
Anecdotally, this is partly to do with
space (such as LinkedIn, https://www.
education agenda for quite a few
Of the 48 institutions, 18 (38
years now, it has not necessarily
percent) were using the Mahara open
get any agreement’. So, although the
Wix [https://www.wix.com/]) making
been adopted as quickly as some
source tool, 10 (21 percent) were
above is simply a product list, there
it possible for students and staff to
may have hoped. In fact, it was the
using Pebble Pad, six (13 percent)
are implications that can be drawn
quickly develop an online presence.
dream of many, including myself,
were using the portfolio tool in their
from this, particularly when looking
As the functionality of these newer
that national projects such as the
Blackboard learning management
at some of the tools being used and
tools improves, some are seeing
Australian ePortfolio Project (http:// www.eportfoliopractice.qut.edu. au/) and, more recently, ePortfolios
ePortfolio Systems 2017: 48 Australasian Universities
Australia (https://eportfoliosaustralia. wordpress.com/) would have had a more profound impact on the uptake
7
of this tool within the sector. In some instances it has, but this dream has not In the ACODE sector scan Australasian universities responded. This represented all major Australian
n Pebble Pad
2
yet been fully realised. conducted in September 2017, 48
n Mahara
n Blackboard
2
18
3
n Google
and New Zealand universities and one from Fiji. The scan asked these institutions to identify which centrally supported ePortfolio tool they were using. This does not mean that this was
n Bright Space
n Other
6
n None
10
the only tool the institution was using; rather, it was the main tool they were using, thereby attracting some broader institutional support. In some instances,
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| INTERACTIVE LEARNING
the potential for them to contribute significantly to learning and teaching. Of course, this only serves to exacerbate
SlideShare
the perceived divide between different
academic disciplines requiring different
functionality and prevents an institutional consensus from being formed (if that is still desirable). We are seeing a shift, or evolution,
Academia.edu
in the ‘first wave’ of ePortfolio systems. This is not unlike the gradual
ResearchGate
ePortfolio
implementation of the LMS or lecture capture systems, as the future of ePortfolio use in higher education is
Uni Profile
tied to the changing nature of teaching.
Etc., etc.
Change is occurring in the practices of
instructors and programs, as well as change in the use of new technologies and change in the value of a studentowned portfolio. It is important to
The essential ePortfolio needs to connect to other repositories and key social media sites
note that change is difficult for some, The essential ePortfolio needs to
classroom methodology, where a
This applies equally to the LMS,
learner-centred pedagogy can focus
content management system (CMS)
connect to other repositories and key
I personally used a website that I
on an individual’s learning experiences
and ePortfolio, not to mention staff
social media sites.
developed in html to be (what I now
to encourage independent thought and
and student reward and recognition
call) my ePortfolio (https://eportfolio.
reflective practice, ultimately allowing
systems. But it is particularly important
ePortfolio companies moving forward?
usq.edu.au/user/sankey/home). In those
learners to apply existing knowledge
for the ePortfolio. With the rise of
It means I want to be able to integrate
days, and I am only talking 10 years
to new contexts and adapt this to
digital credentialing, blockchain certs
feeds from all these types of sites
ago, it was the only mechanism I had
new environments. However, this is
and badging, there is an increased
and to allow for my credentials to be
to represent myself professionally to a
not information that may be suitable
awareness of the portability and validity
seamless. I would like to be able to use
wider audience. Today, users want an
for public perusal as it quite often
of one’s online persona and professional
it as my backpack as well. If I were an
ePortfolio to do many more things than
contains sensitive information, such
presence that transcends or extends
institution, I would want to be able to
simply be a series of static webpages,
as reflections and private assessment
past the now obligatory, although
use my site to credential student and
and so it comes back to the definition of
items. On the other hand, ePortfolios
simplistic, LinkedIn profile.
staff learning outcomes, linkable to
what an ePortfolio is.
can facilitate “a shift towards deeper
but necessary. Before we had such systems,
For example, on a personal level,
So, what does this mean for
my student management system and
learning that will link learner autonomy,
all roads lead to Rome (or in this case
staff professional development system.
ePortfolio as being a digital repository
graduate attributes and real-world
my ePortfolio [https://eportfolio.usq.
Why? Because that is going to make the
where evidence of an individual’s
experiences to help students transition
edu.au/user/sankey/home]). My former
ePortfolio usable by most, if not all, the
personal, educational or professional
to the workplace” (Slade & Hallam,
university allows me (as an Alumnus)
disciplines, the careers people, human
pursuits may be stored and showcased
2016). In these cases, it may be in the
to keep my ePortfolio for life if I keep up
resources, professional accrediting
(ePortfolio Hub, 2017), then theoretically
best interest of the student to make
my profile with them (keep my password
bodies and, most importantly, potential
this could be done in many ways
this information viewable to a select
up-to-date), so this has allowed me to
employees. However, at the end of the
and with many tools. However, in the
group of people – potential employees
make my ePortfolio the centre of my
day, it is the student experience that needs
university context, it may be seen to do
for example.
professional profile. So, I link to my
to be front and centre. This is the top-level
ePortfolio from all my other professional
issue for the ePortfolio community and it
If we are to take the definition of an
a bit more than this. An ePortfolio may
This is clearly a dynamic space
also be seen to support a change in the
and, given the need for some level
and social media sites – Twitter,
is directly tied to student success. For if
way many institutions are approaching
of discretion around one’s profile
SlideShare, ResearchGate and so on, but
they succeed, we succeed. n
their learning and teaching or, as Batson
and personal data, looking to the
not Facebook. There is a practical reason
(2011) calls it, a “new epistemology
future there is a need for centralised
for this; it means I do not have to keep
of learning”, which requires a level of
university systems to offer both a level
extensive profiles on all these different
admin@interactivemediasolutions.
institutional commitment to how they
of security and for them to have the
systems. I just need to keep one major
com.au
may house important and sometimes
ability to engage with a whole range of
site up-to-date and do the bare minimum
confidential data.
external, more public systems. These
on the others. But it also means I can
Sankey is the Director, Learning
An example of this is seen in the
may be software as a service (SaaS)
lead people to my full profile that gives
Transformations at the Western
way an ePortfolio can support a flipped
or self-hosted, or simply commercial.
them a fuller picture about who I am.
Sydney University.
18 | EDUCATION TECHNOLOGY SOLUTIONS
016-019_ETS81 Interactive Learning.indd 18
For a full list of references, email
Associate Professor Michael
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| FEATURE
USING EDUCATION TECHNOLOGY TO SUPPORT STUDENTS AS
CITIZEN SCHOLARS BY JAMES ARVANITAKIS
Introduction
pressure for universities to reposition
Hornsby, 2015). A key focus has
as active and engaged citizens. That
Over the last decade, the role and
themselves in this way is increasing.
been to respond to the ongoing
is, universities need to inculcate a
purpose of higher education has
But such a request is seen to challenge
structural changes driven by global
set of skills and cultural practices
increasingly come under scrutiny.
the traditional intellectual pursuit
and technological advancements, and
that educate students beyond their
Faced with tight fiscal budgets,
of universities.
changing social, political and economic
disciplinary knowledge. This arguably
governments have often looked to
It is from these multiple
environments with the aim of future-
pushes the debate beyond the
the university sector as a space for
perspectives that universities are
proofing higher education by looking
simple transfer of skills as part of the
potential cost saving. Even as I write
now being forced to reflect on their
beyond the provision of content alone
activities and academic development
this paper, the Australian Federal
role and purpose, and ask, “Why do
and focusing on a new set of graduate
necessary to complete a degree. It
Government is attempting to tighten its
we exist?” Over the last few years,
proficiencies for the century ahead
also goes beyond the soft skills debate
financial investment in higher education
it is this question that has been
(see Figure 1).
that dominates much discussion
by almost $3 billion dollars (Bagshaw,
driving my research, teaching and
2017). While this has been rejected by
community engagement. Working
The Citizen Scholar
the Senate, the Government has made
with collaborators across the world,
The Citizen Scholar encapsulates
it clear that it will continue to look for
we have developed the concept of
the idea that universities exist to
universities must maintain a social
efficiency dividends and its attempts to
the ‘Citizen Scholar’ (Arvanitakis &
both promote scholarship as well
mission that mobilises knowledge for
(Callaghan, 2017). Rather it takes on a broader, more social focus. This is driven by the idea that
restructure the sector will continue. This situation is aggravated by a hostile political environment where governments are very sensitive to criticism. Historically, the intellectual freedom of universities and other civil society bodies that critique and speak on corporate and governmental power has been valued. With a traditional strength of the university community holding powerful interests to account by demanding evidence-based policy, the rise of ‘anti-intellectualism’ encased by political populism now places universities in a precarious position (Davis, 2017). A third trend impacting the university sector is the demand to establish job-ready graduates. This has meant that university curriculum has increasingly been asked to incorporate ‘soft’ or transferable skills. In an overcrowded curriculum, combined with the demise of the Technical and Further Education (TAFE) sector, the
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020-023_ETS81 Feature 1.indd 20
Figure 1: The Citizen Scholar (sourced from Arvanitakis & Hornsby, 2015)
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the benefit of society. That is, a central purpose of higher education is to improve the societies in which we live and foster citizens who are creative, innovate and have the ability to critique the structures around them with the purpose of community betterment. Inspiration for the Citizen Scholar is derived from Gramscian views on education and intellectuals and Freirean pedagogical aspirations. Italian theorist, Antonio Gramsci, argued that education must be about promoting social change and challenging traditional power relations. Unlike modern day interpretations of the term ‘intellectual’ which suggest elitism and reinforce social hierarchies, Gramsci (1971) believed that anyone could be an intellectual because we all carry, “… some form of intellectual activity…, [and] participates in a particular conception of the world, has a conscious line of moral conduct, and therefore contributes to sustain a conception of the world or to modify it, that is, to bring into being new modes of thought.” Gramsci’s position was that the process of education was not about being ethereal and disconnected, but rather was rooted in “practical life” (Gramsci, 1971). Though the position of universities does not figure prominently in Gramsci’s work, it is implied as the institutions of education and spaces where intellectuals gather. By extending Gramsci’s analysis, the argument is that a key role for universities is the pursuit of social change because they are inherently engaged in communities
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| FEATURE
and have the potential to mobilise new sets of thinking. Despite such noble visions,
Technology and the Citizen Scholar Education technology is an important
modern universities often reproduce
mechanism in achieving these
existing power relations, particularly
goals. Technology, when employed
in a time of neoliberalism driven
correctly, can open pathways that
by differentiated fee payments
both connect and empower students.
and decreasing public funding.
Notably, as established academics
Furthermore, the content driven,
and researchers, many of us already
discipline-specific learning
do this in our intellectual projects. We
environments do not encourage a
tend to be problem-oriented and push
pedagogy that fosters creative thinking
for change in our research. We seek
or even societal action (Friere, 1970).
to challenge existing power structures
A central purpose of higher education is to improve the societies in which we live and foster citizens who are creative, innovate and have the ability to critique the structures around them with the purpose of community betterment.
and influence how society is shaped.
establish student project teams that
and monitored by the people who
vision of a pedagogy is one that
We do not treat knowledge as uniform,
cooperate and share lessons as well
populate the space.
is rooted in the lived experience –
appreciating that context is important,
as learning materials. Students can
something that is increasingly relevant.
and we take evidence seriously in the
become culturally competent not
Political processes have been slow
Friere (Ibid) argues that we need to
knowledge generation process.
through some ‘tick the box’ approach,
to catch up to the online world. For
but by embedding learning across
example, online petitions gather
the curriculum.
hundreds of thousands of signatures,
Echoing Gramsci, Friere’s (1970)
confront inequality through motivating
The challenge is to ensure that
Beyond the social is the political.
students to question, challenge
we follow such a path in our learning
and agitate around existing power
environments. We should not let the
structures. He believed that education
dominant pedagogical model focus
the ‘new literacies’ proficiency. That
voices to be heard? For the Internet
was about addressing the needs of the
on disciplinary content transfer. Nor
is, the use of technology, design
to be a truly democratic space, our
masses and to teach them to make a
should we privilege lecture spaces
and systems thinking, as well as
democratic institutions (including
better society by addressing inequality.
in which individuals stand up at the
understanding how programming
universities) must recognise its real-
But what is additionally inspirational,
front and speak at, rather than with,
languages work should be seen as the
world presence. Genuine interactions
and reinforces the vision for the Citizen
students. Despite this, many of us still
fourth dimension of literacy – taking
online may be different in nature, but are
Scholar, is how Friere identifies that the
do. As such, we must challenge these
us well beyond reading, writing and
no less real.
way we teach needs to connect with
structures and expect more from our
arithmetic. This is fundamental in
problems surrounding us and who
learning environments. To do this, we
both ensuring employability skills,
technology at its core. This is
we teach needs to be diverse, “No
need a pedagogical stance that moves
but also understanding that much of
not technology for technology’s
pedagogy which is truly liberating can
us towards a practice that fosters
contemporary citizenship also happens
sake, however. Rather, the call is
remain distant from the oppressed by
Citizen Scholars of our students.
in an online environment.
for technology that is driven with
treating them as unfortunates and by
Though there many ways we
The second is by operationalising
Despite its many downsides, the
but where are the vehicles for these
The Citizen Scholar has education
pedagogical intent and focuses on
presenting for their emulation models
can interact with technology to
Internet as a space of democratic
developing graduate proficiencies as
from among the oppressors. The
achieve the pedagogical stance of
interaction is incredibly valuable. It
well as engaged and active citizens.
oppressed must be their own example
the Citizen Scholar, here I will focus
must be fostered and should be part
Anything less will not only fail our moral
in the struggle for their redemption”
on two. The first is to ensure that we
of any civics education program
obligation to students, but will leave
(Freire, 1970).
are pedagogically driven rather than
for its speed, its links to such a
open the question, why do universities
technology driven. Technology should
vast array of information, its uptake
exist? n
of both Gramsci (1971) and Friere
be seen as a delivery mechanism of
among young people and its capacity
(1970), we must ensure that our
our pedagogical strategy rather than
to break down social barriers and
learning environments establish a
a strategy in and of itself. If we refer
equalise interactions.
pedagogical frame that integrates a
to some of the graduate proficiencies
sense of moral and ethical purpose
highlighted in Figure 1, we can see that
is not the problem; the challenge is in
to learning; that actively integrates
‘internationalisation’ is fundamental
the approach we take to etiquette. This
Dean of the Graduate Research School
cultural pluralism in developing
in preparing the Citizen Scholar. This
includes ensuring that we provide the
at Western Sydney University. He is also
knowledge and understanding that
involves working across cultures, in
civic skills to interact meaningfully and
a lecturer in Humanities and a member
aspires to liberate the learner from
different cultural context as well as
allow for disagreement through social
of the University’s Institute for Cultural
existing power structures by fostering
cultural competence and ‘cultural
media and other forums as spaces for
and Society. He is a board member of
a desire to challenge and change the
humility’ (Nomikoudis & Starr, 2015).
engagement. Many institutions have
the Public Education Foundation, the
social system in which we live; and
The appropriate employment of
developed ‘netiquette’ guidelines, as
Chair of Diversity Arts Australia, an
If we interpret the messages
This means that the space itself
For a full list of references, email admin@interactivemediasolutions. com.au Professor James Arvanitakis is the
that connects the reality around us and
technology can allow us to ensure
well as the skill to self-police bullies
Academic Fellow at the Australian India
its many problems to the knowledge
that students connect across the
and trolls. This is social etiquette at its
Institute and a Research Fellow at the
generation process.
world and different cultures. We can
egalitarian best in that it was developed
Centre for Policy Development.
22 | EDUCATION TECHNOLOGY SOLUTIONS
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to engage students in graduate attributes through social media BY MADELAINE-MARIE JUDD AND PROFESSOR HEIDI BLAIR
Graduate attributes (also referred to
significance. To ensure that these
all of the student associations and
Reach out to a broad range of staff
as graduate qualities or capabilities)
resources were meaningful, the
extra-curricular groups that had social
members, including:
can be explicitly linked to a graduate’s
project engaged with students through
media presence. Once you identify the
• Professional staff – this may
future employability. Graduate
facilitating focus groups.
relevant social media sites, study the
include staff from central units
type of language that is deployed when
such as careers and employment
attributes represent the qualities, skills or capabilities that universities
Outcomes of focus groups
talking to students. Some factors to
or student services. Alternatively,
articulate as necessary for graduates
In total, over 130 students participated
consider may include:
administrative staff or project
to successfully navigate the workforce
in these focus groups across
• Do the posts include images
coordinators based within
and to contribute positively to their
two campuses. The aim of these
local and global communities. A
focus groups was to elicit student
common challenge for any university is
perspectives on:
amount of space for you to get
how to meaningfully engage students
• what the attributes meant to them
your point across?
in conversations concerning graduate
• how they heard about the attributes
attributes. This is further problematised
• what support resources they would
for central units that do not have direct
find engaging and meaningful.
or flyers? • What is the character limit or the
• Are there particular groups which students tend to comment, share or like more frequently than others?
faculties can provide insight into their students’ preferred communication channels. • Academic staff – this may include sessionals/tutors, course convenors or program directors. Ask your colleagues and students
contact and communication with
From the facilitation of these focus
Take these considerations into account
what social media platforms are
students. This article provides practical
groups, we discovered seven key
when developing your own social
the most effective to reach out to
tips and lessons learned from a project
strategies (appearing in no particular
media campaign for students.
students and ask for permission to
which developed a range of support
order) that would effectively engage
materials for students relating to a
students in these conversations.
university’s graduate attributes.
access any existing group pages.
2. Leverage existing and develop new networks
During the facilitation of these focus
Reach out to your existing networks
of staff sent out regular emails or
and make a concerted effort to further
Facebook posts to student cohorts.
groups, we discovered that a number
Project overview
1. Research social media platforms
Following the revision of the university
Conduct research on the types of
develop your network with staff
Students overwhelmingly indicated
graduate attributes, in November
social media platforms that are
on the ‘front line’ who have direct
that they were more likely to read or
2016 a learning and teaching unit
available. Examples may include
relationships with students. Seek their
respond to a post by a staff member
commenced a university-wide
Facebook, LinkedIn, Instagram, Twitter
advice and input regarding how to
who they knew. Further, if the staff
graduate attributes project. The aim
or Yammer (to name a few). Research
reach out to the student population.
member recommended the activity
of this project was to develop a range
the organisations or groups that
For example, what type of social
as an opportunity to assist students
of resources for students to assist
specifically target a student audience
media platforms do students use,
in their studies or impact their future
them in understanding more about
and determine the site owner. For
and does the staff member control
employability, students were more
the attributes and to highlight their
example, we conducted an audit on
any of these group conversations?
likely to engage in the activity.
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EDUCATION TECHNOLOGY SOLUTIONS | 25
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| PLUGGED IN 3. Create an engaging flyer or document As a means to recruit students for focus groups, we developed a range of engaging flyers. You do not have to be a graphic designer to complete this task; rather, identify websites that provide examples of free brochures or flyers. Ensure that the flyer that you create is consistent with the types of flyers that you have seen on the student social media platforms. Remember to limit the amount of text on the page to ensure that students are not overloaded with too much information and adopt student language. If you know any students, have them review the flyer and provide you with feedback on how it could be improved. Finally, provide a key contact for students who may want to find out more.
4. Utilise your own professional social media pages
when engaging with them through social media platforms. When pitching
7. Do not solely rely on generic emails
Conclusion
Post on your own professional social media pages, including your
opportunities for student engagement,
A common complaint made by a
marketing campaigns and viral
LinkedIn account. This strategy
it is important to cater to a diverse
number of the focus group participants
videos, it can often be difficult for
was successfully implemented in
range of students. Leave your own
was related to generic email
universities to capture student
our project in which we utilised
assumptions at the door and seek to
campaigns. The majority of students
attention with topics such as
our personal LinkedIn accounts
understand what the motivators and
said that they either did not open the
graduate attributes. Students have
to advertise for focus groups.
value propositions are for students.
emails or, in the best-case scenario,
a range of competing demands,
just scanned this type of email.
including family life, work, studies
6. Seek student input
Students explained that they believe
and any extra or co-curricular
To better understand how we could
the bulk of information in such emails
obligations. It can thus be difficult for
5. Determine student motivators
engage additional students in these
does not apply to them. By no means
central units to engage students in
conversations, we asked, “How did
is this tip asserting to avoid utilising
conversations concerning university
During the facilitation of focus groups,
you hear about this focus group?”
all generic emails that your university
graduate attributes or their future
we asked first-year students, “What
This provided a valuable opportunity
may send, but rather to not rely on
employability. Ideally, the seven
would make you engage with graduate
for us to learn what was working
this as the sole source for marketing
tips described in this article have
attributes resources?” Overwhelmingly,
effectively in our recruitment and what
your graduate attributes initiatives.
provided readers with points to
they stated that they were interested
we could do differently in the future.
Draw upon any existing generic email
consider when engaging students in
in how it could assist them with
Predominantly, students said that
accounts as a method in a multi-
conversations relating to university
their studies. This contradicted our
they were more likely to participate in
pronged approach to engage students.
graduate attributes. n
assumption that students would
the conversations if a staff member
be interested in university graduate
or peer with whom they have direct
attributes mainly to enhance their
contact with recommended it as
employability. Second-year and final-
a valuable opportunity for them.
year students meanwhile indicated
When engaging with students, do
that they were interested in the
not forget to ask them what captured
graduate attributes as it related to their
their attention, and if they have
employability and future career.
any alternative ideas to improve
Consequently, we received an increase in student participation.
Thus, it is important to understand what the motivators are for students
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communication channels or the marketing of the activity.
ONCE YOU IDENTIFY THE RELEVANT SOCIAL MEDIA SITES, STUDY THE TYPE OF LANGUAGE THAT IS DEPLOYED WHEN TALKING TO STUDENTS.
In an era of competing social
Madelaine-Marie Judd is the Griffith Graduate Attributes Project Manager at Griffith University. Madelaine-Marie can be contacted via email madelainemariej@gmail.com Professor Heidi Blair is the Deputy Director of Learning Futures at Griffith University. Heide can be contacted via email h.blair@griffith.edu.au
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| COVER STORY
28 | EDUCATION TECHNOLOGY SOLUTIONS
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SURPRISING RESEARCH FINDINGS ABOUT THE BRAIN AND LEARNING
BY JASON LODGE AND SHELLEY KINASH
What is education technology? A basic
Lodge, a psychological scientist, and
definition is the tools we use to learn
Shelley Kinash, a learning and teaching
and teach. Using this definition, then
director. Together, they transformed the
the brain is our ultimate educational
interview into an article about the brain
tool. How far have scientists come
and learning.
in understanding our brains and how
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to enable and enhance what goes
What is Learning?
on inside our brains to maximise the
The term learning is used to mean
impact of education? Human brains
both a process (e.g. I am learning
are still, as far as we know, the most
a theory) and an outcome (e.g. for
complicated pieces of machinery in
me, your perspective was a new
the known universe. Brains can do all
learning). Learning is fundamentally
sorts of things that we have absolutely
about development and change.
no idea how to code into a computer
Learning means that we come to know
system or a set of algorithms. This
something that we did not previously
difference is going to become more
understand, to gain a skill that we were
and more important as we discover
not able to do, and/or to adapt and
more about artificial intelligence
take on personal attributes that were
and smart computing, particularly
not previously part of our make-up.
with generations of students who
University learning is about all three
have never known education without
of these types of learning. Learning is
computers. This article was derived
the work of students that is contributed
out of an interview between Jason
to by the work of academics, which
EDUCATION TECHNOLOGY SOLUTIONS | 29
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| COVER STORY
LEARNING MEANS THAT WE COME TO KNOW SOMETHING THAT WE DID NOT PREVIOUSLY UNDERSTAND, TO GAIN A SKILL THAT WE WERE NOT ABLE TO DO AND/OR TO ADAPT AND TAKE ON PERSONAL ATTRIBUTES THAT WERE NOT PREVIOUSLY PART OF OUR MAKE-UP.
A metaphor is like that of driving.
is teaching. While the focus of
the idea of emergence, which argues
somebody who has been diagnosed
universities used to be more on
that our minds and our experience
with dyslexia, versus somebody who
You cannot look inside the car to
teaching, academics now think more
of the world arise out of the brain
has not, revealing what looks like
see the driving. You can look at the
about learning, because if students
in ways that we cannot fully predict
differential heat maps of the brain
speedometer, the engine gauge and
have not developed or changed as a
by looking at the brain itself. The
when the studied people are doing
the indicator lights, but ultimately the
result of completing their studies, then
unanswered question is how do we
different types of tasks. Where this
driving happens outside of the car on
the teaching is not worthwhile.
get from this physical thing to this
science starts to fall down is where
the road and in the interaction with the
very different experience that we have
we try to over-extend what that
other vehicles and other drivers.
in our minds? We still do not have a
actually means. Just because we
satisfying answer.
see a correlation between getting
What is the Relationship between the Brain and Learning?
students to do a task (perhaps if they have dyslexia or not) and what
Educators are desperate to
‘lights up’ in their brain, does not
understand how to teach in ways
necessarily mean that we know what
that will better support students to
At a biological level, our brains are
What does Magnetic Resonance Imaging tell us about the Brain and Learning?
What are the Main Myths that Science has Debunked?
is happening in their minds. There
learn. As such, sometimes we grab
pieces of organic hardware that we
Over the last several decades,
is still a distance that we need to
onto popular ideas about learning that
all have in our heads. Our minds
scientists have developed much
overcome, which is that between the
appear to be based in science and
are the more ethereal part, allowing
more sophisticated ways of being
biological activity and what is actually
later learn that there is no substance
us to consider and partially control
able to image the brain. We can
the mental process itself. We cannot
or evidence for these beliefs.
how that hardware gets used. The
now measure electrical activity and
see the mental process directly. So,
One such myth is that students
cognitive way of thinking about this is
blood flow and create revealing
we are trying to infer that through a
only use 10 percent of their brains.
the difference between the hardware
visualisations of what is happening
biological process of some sort. As
They might be using 10 percent of its
and the software. Considering how
in the brain. For example, functional
we discover really exciting new ways
capacity, or they might be using 10
the mind comes to be, as a result of
magnetic resonance imaging studies
of looking in the brain and seeing
percent for a particular task, but really
processes that happen in the brain, is
are elucidating a lot of things
what is happening, we get excited by
the whole brain is active most of the
something that philosophers to this
about how the brain is processing
this great data and we seem to think
time. The way that the brain works is
day argue about endlessly. One of the
information. For example, scientists
we know what is going on − but it is
that it will re-wire in some way if parts
prominent theories at the moment is
have examined the difference between
still an inference.
of it are not being used meaningfully.
People have been trying to depict the relationship between our brains and learning for centuries, if not millennia.
30 | EDUCATION TECHNOLOGY SOLUTIONS
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| COVER STORY
and understandings. Sometimes students thought they had it all figured out and then surprise − it is something different. One of the findings that is being uncovered by neurological research is that surprise
think about how that might play
tends to stick. Over the last 20 years,
out in practice. Research about the
What Findings of Cognitive Research can Educators Apply?
there has been more research focus
positive consequences of the element
on the role of anxiety, confusion and
of surprise in learning gives us a
surprise in learning overall. The more
tangible means of heightening learning,
Educators can apply some findings
distance between the predictions we
which will no doubt be followed by
talk about is the idea of ‘learning
of cognitive research to support their
make about what we think we know,
further research advancements and
styles’. The argument is that we have
students to learn. Compelling evidence
and what the reality is, the more
application advice. n
to treat visual learners differently from
has come from our research on
that productive sense of surprise is
auditory learners and from kinesthetic
confusion. Traditionally, confusion has
generated. So, if we do not think we
learners. We have tested this directly
been seen as a negative student state
know much about something, and we
the Melbourne Centre for the Study
under laboratory conditions and it
that teachers should avoid. However, the
are told something else about it, we
of Higher Education, University of
makes absolutely no sense. People
research that we have been doing has
are not really going to be that surprised
Melbourne and a senior research
can come in declaring themselves as
shown that being confused is actually
because we did not know anything in
fellow in the national Australian
textbook visual learners or auditory
a critical part of coming to understand
the first place. Whereas if we think we
Research Council funded Science
learners. It makes no difference to
a complex concept, particularly if we
know something quite well, and then
of Learning Research Centre. His
their performance on a task. Learners
have a misconception about something.
we find out that we are wrong, the
research focuses on the application
will engage different tools at different
There is something about that sense of
distance between the prediction that
of the learning sciences to higher
times in order to do the task that they
disequilibrium (which is really bringing
we make and what the reality is, is
education and the ways in which
have been asked to do. The onus is
about the confusion), that students
much bigger. There is something about
technology is influencing learning.
on the educator coming up with a
feel between I think I know this, but
that surprise that comes along with
really good authentic kind of task for
now you’re telling me it’s something
the realisation that means that we are
Director, Advancement of Learning &
the student, rather than saying, “Oh,
else, so I’m a bit stuck here. It seems
more likely to remember that and will
Teaching at the University of Southern
I’m going to come up with something
to be an important part of the process
then change the way we think about
Queensland. She has been an academic
for the visual learners, and something
of reaching a point of insight, where
that concept.
for over 25 years. She completed
different for the auditory learners.” The
students think “Oh, I’m really confused.
challenge to educators is to structure
I’m really confused. I’m trying to
what is most surprising is just how
in Educational Technology. She co-
an environment and a setting in ways
understand this.” Then they can have
complicated all of this really is. There
led two National research projects
that give students the best chance
what we call an ‘aha moment’.
is so much out there about learning,
through the Australian Government
and just when we think that we have
Department of Education and Training
Another myth that educators often
of achieving the sorts of learning
Sometimes learners are surprised
For researchers and educators,
Jason Lodge is Senior Lecturer in
Professor Shelley Kinash is the
her PhD at the University of Calgary
outcomes that we are looking for.
at the answer or the thinking about
a handle on what might be going
on Graduate Employability http://
Rather than talking about ‘learning
something, in that the concept is more
on, this whole other area opens up
GraduateEmployability.com and on
design’, we need to talk more about
complex, or fundamentally different,
to us, and we realise that it is much
Postgraduate Student Experience http://
‘design for learning’.
thus confronting their previous beliefs
more complicated and difficult to
PostgraduateStudentExperience.com
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| FEATURE
DESIGN STRATEGIES
That Work To Maximise e-Learning
34 | EDUCATION TECHNOLOGY SOLUTIONS
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BY ELIZABETH COOK
Always start with a welcome. This
teachers generally do better than those
With technology advancing at a
1. Structure and sequence the
rapid pace, and tools and objects
e-learning environment
establishes a friendly and personable
who do not. Feel free to contact me for
commonplace in people’s lives, most
Ensure that the components of the
e-learning environment. Keep it brief
any specific enquiries, or post general
expect their use of technology to be
e-learning environment are consistently
and greet your students as though
enquiries to the dedicated enquiries
hassle free, highly efficient, purposeful
and logically organised to facilitate,
you were meeting face to face.
forum. Your teaching team will respond
and effective. When technology lets
as much as possible, intuitive use
For example, ‘Hello and welcome
within 48 hours, excluding weekends.
them down, their mood, their capacity
and navigation. This means being
to [course name]. My name is…
We look forward to supporting you.’
to engage and interact and their ability
consistent with language and labelling.
[perhaps include a photograph]. I
to achieve goals can be negatively
I recommend using Bloom’s action
am excited to share with you my
structures built into the LMS. If so,
impacted. Most readers would have
verbs (https://eduscapes.com/tap/
enthusiasm and knowledge of….
make sure that you use the pre-set
experienced clicking back and forth
topic69.htm) to provide explicit
Please watch the brief video about
structure as intended. For example, at
between pages and links in an online
instructions as you scaffold and
this course (accessed via…), which
the University of Southern Queensland
search, only to give up, without the
sequence learning. For example:
includes instructions, expectations
(USQ), we use Moodle 3.2 and
required information and with a tired
for your study, including assessment
encourage all teaching academics to
hand from clicking. At some point in
and personal messages from your
use the following pre-set structure
teaching team. I recommend that you
across all course sites:
maximise your contribution to online
• Getting started
forums (assessed via…). Students
• Forums
who engage with their peers and
• Assessment
time, everyone has been frustrated
Read, Listen
by technology that does not work or
Review, Reflect
lacks in effective design.
Respond
Some institutions have pre-set
Think User Experience Educators and educational designers must remember to think of the user (the student) when designing e-learning environments and experiences.
A Positive User Experience Learning itself is not easy. Students appreciate a well-designed learning management system (LMS), and will learn best when the user experience (UX) is positive. An e-learning experience that is intentionally designed to motivate and engage, incorporating regular collaboration and feedback opportunities, will support students to achieve greater gains overall. So, what does a positive UX look like and how can you make it happen? I find it helpful to examine the UX according to six elements – strategies
UX Design Theory, reprinted with permission of John Spencer (https://medium.com/synapse/8-ways-ux-design-theory-transformed-my-
that work to maximise e-learning:
approach-to-course-design-3fb07e0d098b)
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EDUCATION TECHNOLOGY SOLUTIONS | 35
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| FEATURE
• Study schedule
transferable (across courses) how-to
development. Avoid using red-green
Use forums to share the career
• Teaching team
videos that will save time in the long
colours that exclude colour-blind
pathways of recent graduates and
• Resources
run and build students’ understanding
individuals and use a variety of modes
examples of discipline-specific job
• Calendar
of the learning environment.
and formats (e.g. visual and audio
opportunities. Active participation
alternatives) to attend to the diverse
in the e-learning environment will
• Participants.
Set clear expectations and be sure
Throughout this article, the term
to share these with your students.
needs of students. Further information
develop key employability skills, such
course is used to refer to a single unit
Detail what the students can expect
on inclusive e-learning design can
as communication and problem-
of study taught across a semester
of you (e.g. communication methods,
be accessed from The Australian
solving skills. (For information and
(what some other universities call
consultations times, response rates
Disability Clearinghouse on Education
resources to support the development
subjects), and the term course site to
and your level of participation in
and Training (https://www.adcet.edu.
of employability skills, see https://
refer to the collection of moderated
forums) and what you expect of
au/). Search for the webinar titled
graduateemployability.com/).
resources, communication and
students (e.g. netiquette and level of
‘Inclusive technologies in the age of
interactive tools used within that
required engagement with content and
Blended Learning.’
single unit.
forums – depth and breadth).
Ensure that you test the
6. Foster engagement and collaboration
Include an orientation activity
functionality of course sites across
Teacher presence is vital. Your
structure is that it creates consistency
(aka ice-breaker) that is age and
multiple devices, especially mobile
students must be aware of your
across course sites, which
level appropriate, facilitates interest
phones, and check that all links and
consistent and personable presence.
subsequently reduces confusion
and interaction and is purposeful
downloads actually work. Be aware of
So, regularly update the course site
and the amount of time spent on
to learning.
the costs associated with e-learning.
to make it dynamic, enticing students
Advise students about large files that
to log in and respond to enquiries in
The advantage of a pre-set
navigation that would be better spent on learning. I have noticed that course
3. Incorporate audio-visual elements
will use a lot of data to download,
a timely manner. Seize opportunities
sites that do not effectively use the
A good e-learning environment is
enabling your students to choose how
to provide feedback (commendations
pre-set structure tend to be more
visually appealing, whilst remaining
and where they download these files.
and specific comments for
cluttered and untidy than those that
minimalistic to avoid overstimulation
do, especially in the course activity
or competition for attention within
5. Make it relevant, current and
thoughts and interests along the way.
section. Course activity is what
the course site. Incorporate images
sustainable
Make it a course expectation that
students see first when they log into
and videos that intentionally support
Only include materials that are
students need to demonstrate these
the course site for the duration of the
learning and engagement and are
current, enduring, easy to update
kinds of online behaviours and make
semester, and is where the learning
of high quality. You risk confusing,
and purposeful for learning. Use
active participation imperative to
occurs. This is prime real estate
distracting and/or disengaging
Open Educational Resources (OERs)
learning success through intentional
for the educator. However, teaching
students if you incorporate any
as much as possible. OERs can
design. For example, construct teams
academics often clutter this section
material that lacks a clear purpose.
be found if you search for Creative
requiring students to work together
Commons in Google or YouTube.
to complete the formative stages of a
font size, font colour and formatting)
Creative Commons licences enable
learning activity and/or assessment
and if you use visual indicators
the legal reuse of a copyright owner’s
task or incorporate peer review.
is clean and clutter-free, minimises
(banners and themes to enhance
material (for more information, see
Students will not engage unless
clicking (e.g. by reducing folders), is
connectedness and establish identity,
http://creativecommons.org.au/). If
they have to – you need to make it
dynamic to attract attention and boost
or icons as signposts to facilitate self-
you wish to reuse material that is not
happen. n
interest (students get a sense of
directed learning) these must also be
under a Creative Commons licence,
growth and movement in their visual
consistently applied.
you must seek permission from the
with orientation-type information that is more suited to Getting started. A good course activity section
Use consistent styling (font type,
space), begins with a brief welcome,
improvement) and share your
Elizabeth Cook is an Educational
owner and include an attribution on
Designer at the University of
provides instruction and promotes
4. Facilitate accessibility, inclusivity
your course site. Equally important
Southern Queensland. In her role,
new and/or important information
and support
is an awareness of institutional
she works with, the School of Arts
directly related to learning.
Model and foster a culture of respect
policies around assessment and
and Communication, College for
and value for socio-cultural diversity
plagiarism. Consistently adhere to all
Indigenous Studies, Education
2. Orient students and set clear
and equality. All materials and
requirements and make these clear
and Research (CISER) and Open
expectations
activities must be accessible by all
and accessible to students.
Access College (OAC). Elizabeth
Provide clear and succinct
students, including students with
instructions that effectively describe
disabling conditions and those who
authentic and relevant by encouraging
quality of learning and teaching
how to navigate to the different parts
have had minimal experience with
engagement with the real world.
across the higher education
of the e-learning environment. Any
education technology.
In recorded lectures, explain how
sector in order to achieve positive
the content specifically relates to
outcomes for students. Her research
icons used should be clearly defined
It is easy to include links to
Make the learning journey
is passionate about improving the
and consistently applied. Consider
internal and external learning
the world of work. Use forums to
is focused on career development
developing a series of reusable,
and technical supports that you
share and debate real-world issues
learning, career education and
sharable (with colleagues) and
identify may support learning and
and solve real-world problems.
graduate employability.
36 | EDUCATION TECHNOLOGY SOLUTIONS
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Engaging Timid Students Backchannel As A Tool To Provide Opportunities For Interactivity And Engagement Within The University Classroom BY CHRISTIAN MORO AND DONNA HENSON
example, commenting about relevance
content. Other students can also
and application within their own lives
read the backchannel and answer
important aspects of university
What are Backchannels and How are they Used in University Classrooms?
and applauding, debating or countering
each other’s questions if possible.
learning. As universities heighten
Backchannel is a process whereby
specific points. This can be achieved
This converts the ‘whispers’ heard
the use of technology in teaching,
students are able to communicate
via many applications that allow live
throughout classes, between students,
a rethinking of opportunities for
with the lecturer while the front
commenting, such as through learning
into real-time live discussions, all
student interaction and engagement
channel, the main presentation, is
management systems, blogs, forums,
monitored by the instructor while the
is necessary. Today’s students widely
ongoing. In the past, feedback to the
websites, or even social media such
session is in progress.
communicate through social media,
lecturer came through the students
as Twitter.
which has allowed them to become
nodding their heads, or providing
increasingly comfortable when
“mm-hmhs” (Yngve, 1970); whereas
able to ask questions in class,
A unique advantage to backchannel is
discussing concepts over this space,
modern technology has allowed
although this involves waiting for the
that it provides students who would
including complex topics. This article
students to communicate in a far more
instructor’s acknowledgement and
otherwise hesitate to contribute
presents a brief overview of how
interactive manner and in real time. In
subsequently stopping the class in
to discussion the opportunity to
backchannels can be used in university
this scenario, backchannel involves
order to ask a question and receive
ask and answer questions in real
classes. The authors also share the
students using networked computers
the immediate answer. In contrast,
time. In this respect, backchannel
results of an investigation into the use
and smartphones to provide textual
backchannel allows the same question
encourages interaction on the part
of backchannels in their classrooms.
questions, comments, feedback or
to be asked, and be read by the
of those students who are perhaps
This case study highlights some of the
anecdotes live, for the instructor to
instructor immediately, and then it
shy or more introverted or who are
unique advantages and disadvantages
read and respond where appropriate.
is the instructor’s choice of whether
apprehensive about their ability to
to incorporating this channel of
Student-to-student communication
to answer immediately or weave the
speak in the language of instruction.
communication in the classroom.
is also enabled, with students, for
answer into the subsequent session
Backchannel also bridges the gap in
Student interaction and engagement with peers and academics are
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Traditionally, students are usually
Supporting Student Diversity
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50 students. Of these comments, ‘Useful’ Comments
‘Silly’ Comments
72 percent were classified as useful
So, passive transport requires no energy?
Hi.
(that is, questions, comments about
So, does the same amount of Na+ that rushes out, come in as well?
Hello.
the class, answers). There were on
What is the name of the vestibule used in phagocytosis?
Hello World.
per class, and these usually generated
Can you make two macrophages recognise each other as antigens?
:3
discussions immediately in the lesson,
Does the cell purposely pump Na out to allow glucose in?
Much fluidic, such doge.
What is vesicular trafficking?
Can we have a break now?
although this was usually to say
What exactly does permeability mean?
Nice tie.
“hello” or provide a silly comment,
What is the difference between polarity and cell basement?
Is this working?
meaning that although this week had
Can cuboidal cells be pseudostratified?
Did someone say lads?
three to four percent of the comments
Why are stratified squamous cells in the mouth?
Break?
provided were useful (Figure 1).
average nine highly useful comments
or at the start of the subsequent lesson. In week one, every student participated in the backchannel,
100 percent of students involved, only
However, once the students started
Table 1: The first 20 comments provided through the backchannel in a semester one physiology lecture during the second week of the course. The comments have been separated into ‘useful’ or ‘silly’ depending on their content. All comments were provided by different students.
to get the novelty effect out of their system, by week two, although less students provided comments, those received were more useful. As the
many modern university classrooms,
Lessons from Practical Use
when the online backchannel
semester progressed, it seemed that
where older and more confident
Between 2013 and 2016, backchannel
interactions enabled anonymous
only students who had valid comments
students are integrated with younger
software was implemented in a first-
comment. Anonymity maximised the
utilised the backchannel system,
counterparts in the same subjects.
semester health science course to
use and impact of this technology in
meaning that by week seven, nearly
For example, in medicine, traditional
provide students with a direct method
that it further minimised any reluctance
100 percent of comments received
postgraduate courses are being
to communicate to one another and
to participate; however, it also allowed
were useful, generating responses
offered as undergraduate options,
the lecturer. Student perceptions of the
for a wide range of immature and silly
or clarifications from the instructor
effectively creating divides between
technology, lecture interaction and the
comments to be posted during the
(Figure 1).
more experienced postgraduate
overall benefits to students’ content
lecture. Such comments clearly did
In practice, the benefits of the
students and their undergraduate
acquisition were analysed.
not contribute to the overall learning
increased interactivity outweighed the
objectives and could be distracting to
negatives. Backchannel encouraged
others (Table 1).
a heightened level of questioning,
counterparts within the same subjects (Moro & McLean, 2017).
Results revealed that throughout each semester, students became
engagement and interaction within
Of course, in all classes where
increasingly comfortable with using
In summary, there were
backchannel is provided, traditional
the backchannel software. Rates of
13–18 comments in each class,
the lecture context. Although the
learning still takes place and students
participation demonstrably increased
with enrolments of approximately
comments were not necessarily
can always ask and answer questions aloud. Backchannel provides a second, distinct channel of communication
100%
within a class environment. In universities, face-to-face teaching is or replaced by, digital content, such as online courses, applications or modern technology-enhanced options for learning (Moro, Štromberga, et al, 2017). In this context, it seems particularly important to maximise the engagement of all students when on-campus or in the presence of a live instructor. Toward this end, backchannel opens new lines of communication, classroom interactivity and provides
Percentage
increasingly being supplemented with,
50%
Students participating Useful Comment Ratio
0% 1
2
3
4
5
6
7
8
Week
opportunities for participation to all attendees, even in a diverse classroom.
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Figure 1: The percentage of students within the class who provided comments, and the ratio of those comments to useful comments.
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better than if the student had simply
students are new to the university
tutorials works very well! Refer
with gamification and online content
volunteered to speak, the increased
environment (in other tracked
back to some of the common
to assist university students to make
number of interactions demonstrated
classes, participation rates of only
questions or comments made on
the most of their learning away from
that normally more reserved or timid
four to eight percent occurred from
the backchannel at the start of the
the classroom.
students were able to submit their
students in later semesters).
subsequent lesson.
questions without fear of speaking
• Backchannel is the most effective
• Anonymous student responses
Dr Donna Henson BIC (Hons), PhD is an assistant professor of
in front of the cohort. In this respect,
within the first five weeks of a class
appear to work best, although this
Communication and Media at Bond
backchannel presents a prime example
commencing, with particularly high
induces a higher ratio of ‘silly’
University. She teaches primarily in the
of how technology can enhance the
participation and quality comments
comments from students. n
areas of human communication and
traditional lecture-style format and
presented in weeks two and three.
stimulate effective and interactive class participation.
• After week three, participation diminished, although the content provided was generally useful.
Reflections, Practical Strategies and Suggestions for Implementation of Backchannel Software
research methods, with educational For a full list of references, email info@
experience in New Zealand, the US and
interactivemediasolutions.com.au
Australia. Donna has previously been
Christian Moro BSc, BEd,
involved in funded research for the New
MBus, PhD has incorporated a range
Zealand Government Te Manatu Taonga/
to be as distracting to the class as
of technological tools to enhance
Ministry for Culture and Heritage,
initially expected.
student learning, including virtual
investigating broadcasting funding
and augmented reality, within his
levels in Organisation for Economic
that in later offerings, they did not
medical and biomedical classes.
Co-operation and Development (OECD)
circumstances, and the negatives
have the backchannel shown on the
He is a former secondary science
countries. She has also conducted
of high levels of useless comments
lecture screen at all times. Instead,
teacher with educational experience
independent evaluative research for
in the first two weeks of use are
they revealed the backchannel
in Australia and the UK. Christian
the Education Development Office
outweighed by the higher ratio of
screen intermittently, or kept it on a
is the Scientist and Scholar Theme
(EDO), City University of Hong Kong.
useful comments per participant in
separate tablet or computer at the
Lead of the Bond University Medical
More recent research focuses on
the later weeks.
front desk.
Program and his educational interest
narrative identity, autoethnography and
has revolved around maximising the
meaning-making across contexts and in
provision of hands-on activities coupled
response to significant life events.
• Backchannel works well in certain
• Backchannel is particularly effective in first-semester classes, where
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• Backchannel use does not seem
• The authors refined their practice in
• Linking comments to the start of subsequent weeks and to
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| THE NEXT STEP
COMMENDATIONS & RECOMMENDATIONS
FOR TECHNOLOGY-ENABLED HIGHER EDUCATION
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BY SHELLEY KINASH
This week, one of my media staff
University Excellence
invited me in to demonstrate his work
1. Graduate success
on virtual reality in higher education.
These universities acknowledge that
He fitted me with the latest Oculus Rift
the primary reason most students go
headset and controllers. I went for a tour
to university is not for university itself,
of the human body, travelling through
but for what comes after, and thereby
the skin to the muscles, organs and
set students up for graduate success,
bones. Then I visited an office, where I
including in careers.
brought objects to virtual life by using a simulated 3D printer. It was all very cool
2. Knowledge, skills and attributes
and exciting. It reminded me of my stats
Learning is clearly defined and
professor taking me to the computer
supported as positive change
lab and showing email to me and my
and development in a balance of
peers. He said that email was going to
knowledge (both discipline-specific
revolutionise education. I could not see
and overall), skills (both technical
how, but I believed him. Once again,
and super-skills such as problem
I cannot envision just how far virtual
solving) and attributes (meaning that a
reality, in combination with artificial
graduate has become someone more
intelligence, is going to take higher
advanced and mature than if they had
education. What I do know is that we are
not gone to university).
on the cusp of something exciting and I am optimistic about a whole new type of
3. Assessment and feedback
learning for my future grandchildren.
Much of assessment at these
Across nearly 30 years, two
universities is designed as learning
countries and three universities,
opportunities whereby students are
some of the roles I have held include
given rich and compelling assignments
postgraduate student, researcher,
and specific, personalised feedback,
practicum coordinator, tutor, director
as well as iterative chances to adopt,
and professor. In addition, national
adapt and improve.
research grants have allowed me to
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visit most Australian universities. These
4. Student experience, learning and
experiences, over this timeframe,
graduate outcomes
have led me to three groups of seven:
The university embraces each
seven conditions for a university to
student as a whole person and makes
qualify as excellent, seven exemplar
university life about heightened
applications of education technology
opportunities for the overall student
and seven technology-related problems
experience (including social), learning
or challenges.
and graduate outcomes.
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| THE NEXT STEP
5. Passionate staff Staff (including but not limited to academics) are happy and passionate about supporting students, teaching, research, leadership and/or contributing to communities. Furthermore, these staff persons pass that enthusiasm on to students, thereby creating healthy learning cultures. 6. Student diversity All students are respected, believed in, trusted and treated as diverse individuals with multiple life roles and responsibilities within and beyond the university. 7. Learning to think Students are invited, compelled and taught how to think, inquire, learn and to develop and portray their distinct identities and value propositions.
Exemplar Technology Applications Just as there are these seven descriptors that characterise university excellence, there are also seven applications of technology that I have experienced as exemplar. This full set of technologies is not present at
portfolios and databases, has enabled
managed in regard to type, sequence
4. Innovation and invention
all (or most) universities, but large
this personalisation and flexibility.
and content.
Some universities are knowledge
applied at those universities who are
2. Program mapping
3. Data analysis
preparing students for industries with
striving to achieve some or most
While some disciplines and
Netflix makes choosing movies easy,
existing technologies, but they are
of the characteristics of excellence
corresponding industries lend
because algorithms sort and classify
encouraging and fostering innovation,
described above.
themselves to micro-credentialing (e.g.
choices onto the viewer’s personal
including supporting students
ever-shifting digital industries), others
picks based on characteristics of their
to come up with new solutions,
1. Micro-credentialing and badging
are better suited to a fixed, sequential
watch history. Likewise, education uses
thus creating digital futures. Such
Some universities have realised that
offering. This is the case for many
data such as how long students spend
universities do not (over) lecture at
pre-packaged degrees do not work
degrees that lead to membership in
on which online resources to create
students or use rote, standardised
for some students in some contexts
professional associations, such as
a profile and make predictions about
assessment that does not change year
and as development for emerging
engineering and nursing. Technology
future behaviours. Specifically, some
after year. These universities have
careers. These universities use
has enabled careful mapping,
universities now have clear predictors
makerspaces, equipment, tools and
supporting technologies to manage,
benchmarking and refining of programs
indicating which students are likely to
a spirit of creativity, as well as high
document and certify the offering of
versus haphazard collections of
succeed with the standard offerings and
tolerance for trial, error and success.
short modules. Students can complete
courses (individual units of instruction
which are likely to need extra supports
Academics and students partner to
these modules in a personalised
which some universities call subjects).
so that they do not fail or drop-out.
‘give it a go’ researching, inquiring
sequence and timeframe that works
This allows careful learning plans that
Armed with this data, sometimes all a
and experimenting.
for them. Students receive badges for
sequentially progress students through
student needs for a nudge back onto a
each completed module. Completion
being introduced to knowledge, skills
success path is a personal phone call.
5. Visualisation
of a specified number of badges
and attributes, which are further
Hearing the voice of a caring university
Textbooks, photographs and
qualifies students with a degree.
developed and then assured (certified)
staff person can be metaphorical
illustrations do not compare with
Technology, in the form of online
closer to graduation. Furthermore,
chicken soup for a student who
3D printing, virtual reality and
learning management systems, digital
assessment is carefully planned and
previously felt like ‘only a number’.
simulations. Emerging architects can
hubs. Not only are they effectively
numbers of these technologies are
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now construct miniature models and make modifications. Medical students can take a virtual trip through the circulatory system. Space programs are advanced by students simulating flight with no real safety risks. 6. Authoring, profiling and contribution Digital technology enables a myriad
SOME UNIVERSITIES ARE KNOWLEDGE HUBS. NOT ONLY ARE THEY EFFECTIVELY PREPARING STUDENTS FOR INDUSTRIES WITH EXISTING TECHNOLOGIES, BUT THEY ARE ENCOURAGING AND FOSTERING INNOVATION, INCLUDING SUPPORTING STUDENTS TO COME UP WITH NEW SOLUTIONS, THUS CREATING DIGITAL FUTURES.
shop, where they can enter their notes
work allocation models? Innovations
right onto the lecture slides, adding
seldom fit within established
bookmarks to videos and discussing
semesters and grading systems.
answers (where appropriate) with
Academics and professionals working
other students.
within universities have fixed roles and sometimes applied territorialism.
3. Graduation cut-off
In this context and culture, enabling
The next problem is directly related
applications of education technology
to the previous in relation to the LMS.
cannot be used to maximal advantage.
Students from most universities are cut-off from electronic university
7. Patchiness
resources upon graduation and many
The final frequent problem is
students only have access to the
that innovation, using education
LMS course site in the semester of
technology, is usually patchy
enrolment. If universities are truly
across universities. Some faculties
committed to university–industry
and schools are innovating within
connection and lifelong learning, then
specific degrees. Others are
students and graduates should have
not. This makes it particularly
indefinite access to course sites to
challenging, and disappointing, for
build networks. Their CVs are robust
Technology-related Problems and Challenges
use as resources for work-integrated
students who have chosen double
and abundant upon graduation. They
1. Stagnant assessment
application. Furthermore, they should
majors or double degrees. The
have LinkedIn profiles and searchable
For many years, academics have been
have compelling opportunities
positive news is that progressive
personal videos showcasing their
talking about adaptive assessment.
to continue to interact with
application of education technology
unique value propositions.
This assessment would identify and
university academics and student/
raises students’ expectations,
accommodate students’ current
graduate peers.
who then make demands in areas
of ways for students to contribute to the knowledge marketplace. They can build and launch websites, blog, post, comment and curate. Forward-thinking universities create contexts where the term of the degree is equivalent to time in industry. Throughout their studies, learners make real contributions, shape professional reputations and
perceived as under-performing.
7. Expert connections
achievement, aptitude and competency
Some universities have maximised
levels and adapt accordingly. This
4. Course-based LMS
what it means to students to have
would truly personalise learning in that
Another problem with the current
description of education technology
access to the World Wide Web. This
students would be given challenges
administration of the LMS is that
innovation, using the Oculus Rift for
means that students have access to
that they are uniquely ready for. Their
it is administered on a course-by-
application of virtual reality. Coming
additional experts besides the ones
learning would be personalised and
course basis. Studies then become a
full circle, the key recommendation
that their own university has hired as
incremental. This has not successfully
collection of courses as opposed to
is that universities apply these seven
academics. Students have access
transpired in a robust enough manner
an entire sequenced program (where
learning and teaching propositions,
to new discoveries from innovators
to take this beyond trial and small,
appropriate). Students have difficulty
successes and problems to modelling
shortly after they are launched.
specialised application. Instead,
relating and connecting the developed
progressive virtual universities. Such
Students become global citizens as
whole classes are given the same
knowledge, skills and attributes,
experimentation in the virtual field
they are connected with students
assessment and some students are
as well as the relevance of the
can provide concrete guidance for
from across the globe for online
bored while others are overwhelmed.
assessment tasks between courses.
application in real-life universities of
can go for virtual tours and engage in
2. Academic controlled LMS
5. Clunky systems
international work experience without
Learning management systems
Booking a flight and selecting hotel
leaving home.
(LMSs) have been incrementally
deals is now easy through websites
Director, Advancement of Learning
This article started with a
the future. n
discussions and debates. Students
Professor Shelley Kinash is the
improved over the last decade so that
and mobile apps. Student systems
& Teaching at the University of
meets all seven of these visionary
they now include media-rich content
have not reached this level of ease
Southern Queensland. She has
characteristics and all seven of
and compelling communication and
and efficiency. As a result, student
been an academic for over 25
these technology enablers might
interaction tools. They serve as a
time and attention have to be paid to
years. She completed her PhD
currently exist, but I am yet to have
one-stop-shop for students to find out
administrative matters that should not
at the University of Calgary in
seen or heard of it. While there are
what they need to do as assessment,
be unnecessarily drawing time away
Educational Technology. She co-led
lots of universities, including across
and then submit and track their
from studies and overall student life.
two National research projects
Australia, who live up to some of these
grades. However, the unanswered
descriptors, they tend to be inhibited
plea from students is that they also
6. Fixed university systems and
Department of Education and
by some or another set of seven – this
have access to authoring, beyond the
bureaucracy
Training on Graduate Employability
time technology-related problems
minimal opportunities doled out by
Visions of innovation are usually cut
GraduateEmployability.com and on
and challenges that they have not
some academics. Students would like
short by questions such as: what
Postgraduate Student Experience
yet overcome.
to use the LMS as a true one-stop-
about timetabling, room allocation and
PostgraduateStudentExperience.com
I believe that a university that
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through the Australian Government
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| LET’S TALK PEDAGOGY
BY KEN UDAS, SUSAN BROSNAN AND BILL WADE
AN AGILE APPROACH TO
Testing & Demonstrating Education Technology Introduction
demonstrators, was implemented from
our lessons learned and provides
large resource-intensive ‘task force’
Why is it that we tend to over-
2015 in an effort to under-complicate
recommendations for those wishing to
project management approach, while
complicate decision making when it
decision making. This program drew
influence a culture of innovation within
suspecting that there are insufficient
comes to introducing innovative ideas?
upon agile principles and addressed
higher education.
levels of discovery and experimentation
This can be especially true when
all five elements known and evidenced
someone wishes to try out a new and
to have an impact upon diffusion of
emerging educational technology in
leading to change at the learning and teaching level. That is not to say
innovation, namely: relative advantage,
Determination and Agility in Action
their teaching practice. Will it break
compatibility with existing values
As with many universities, the
learning and teaching practices at USQ;
the bank, threaten the stable core or
and practices, simplicity and ease of
University of Southern Queensland
however, these practices are typically
simply put the institution at too much
use, trialability and observable results
(USQ) has adopted organisational
piloted in the grey area of the university
risk? In order to impact organisational
(Rogers, 2003; Robinson, 2009).
practices indicative of traditional
and not readily captured or shared,
culture and maximise the spread of
The following article discusses the
top-down hierarchical decision-making
reducing their potential impact.
innovation at one regional university,
agile approach used in technology
processes. We tend to put a heavy
Recognising the importance of
an explicit diffusion of innovation
demonstrators, offers examples
emphasis on production efficiency
technology in context, the technology
(DOI) approach, known as technology
of agility in action, reflects upon
(doing the same things, better) and a
demonstrator approach has been
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that there are not many innovative
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• evidence-based to support
question that emanated from each
reflection, improvement and
of the projects – how can we deliver
sharing
rich, authentic and timely learning
• self-organising groups to
resources to those who experience
engender conditions respecting
vulnerability due to studying at a
professional agency and self-
distance? Teachers appeared less
determination, and reducing
interested in ‘quality’ in terms of
waste of time, while enabling
beautifully polished learning resources
collaboration across the university
developed by a media team, while
• incremental development to
there was clearly interest in ‘making
naturally support and learn from
things different’ in practice – and
the integration of new knowledge,
quickly. This put a priority on using
changes in scope and cost
simple apps to facilitate learning as it
containment
happens and, of course, these simple
• simplicity and emergence to
resources had to be easy to access
reduce cost, engender flexibility
and use. The projects, for the most
and avoid unnecessary risk
part, existed in ‘playgrounds’ off-site,
mitigation
thereby enabling the team to work
• decentralisation to reduce
outside existing USQ infrastructure
the impulse of command
and allowing team members to
and control cultures and
change direction quickly and easily.
bureaucratic compliance.
To demonstrate an idea, participants were required to
Examples/Cases Demonstrating these Principles
actively participate in determining
The technology demonstrator project
demonstrators were decentralised
commenced at USQ in late 2015, with
by design, tending to work outside
the first outcome being published
existing systems and many business-
in March 2016. By September
as-usual processes. The criteria to
2017, the project achieved over 26
become involved in a demonstrator
demonstrator projects, explored over
reinforced agile principles in that they
60 technologies and worked with over
were simple, emergent and provided
9,000 of USQ’s 27,000 teaching staff
the conditions under which individuals
and students across all except three of
were eager and willing to participate.
USQ’s 12 schools and two colleges.
There was no risk of failure and no
Notably, apart from the project team
need to engage in a long application
salaries, the project spent only
process to participate and secure
$2,836 on testing and exploring over
resources. Purely, there were
86 technologies.
three criteria:
and articulating what they wanted to demonstrate. Technology
designed to ensure that the prime
achieve an academically determined
stakeholders (academic staff)
and driven approach, open principles
determined goals, little to no
be able to articulate the purpose
determine and drive the selection
supporting agile practice were applied
paperwork and timelines were set by
in terms of what they are trying
and decision to demonstrate the
to the project. Agile principles most
the academic, which was essential
to demonstrate, preferably in a
effectiveness of a technical solution
obviously considered were:
to project success. The project
to a teaching and learning challenge.
• participation in the process of
embraced those teachers who had
These projects had no pre-
After all, who is in a better position
solving problems, and the willingness
acknowledged concerns around
to determine the most relevant ideas
to explore and see where it takes
their technical ability or location –
about learning and teaching than
them, understanding that this may
their confidence and participation
not end up a fully supported solution
teachers and learners? This aligns
• Criteria 1: The project lead must
sentence or as a user story. • Criteria 2: The project should not take any more than 90 days (or a traditional academic semester). • Criteria 3: The project should
with a little support was in some
be low barrier, low cost and
• courage to speak one’s mind,
cases overwhelming, incremental
low risk (have no significant
of moving away from ‘doing to’
expose one’s practice and act
and exciting. Simply, there was no
dependencies).
and towards ‘doing with’ staff and
on one’s commitments, and take
complexity designed into anything.
students when it comes to introducing
responsibility for trying, even when
technology in higher education. To
doing so is unpopular
with Jones and Clark’s (2014) notion
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Of the many teachers we supported, there was a clear thematic
The three criteria ensured that the demonstrators had a measurable
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| LET’S TALK PEDAGOGY
quality and adherence to these criteria is what allowed the program of technology demonstrators to eliminate much of the standard compliance overhead. The idea that teachers were saying, “I want to demonstrate that if I do X, learning outcomes will improve,” ensured that we knew what we wanted to try and what we hoped to achieve. In addition, we knew that it would only take a few months, so it needed to be pretty simple and, because there was no third party depending on the demonstrator, there was little risk – everything was a ‘success’ because we learned something from every demonstrator. Lessons Learned on the Value of Agility Openness and agility seem like they should be natural impulses, but they are frequently challenged by organisational dispositions toward secrecy, rigid business processes and formal compliance. As sponsors of the technology demonstrator project, we learned dozens of things every week, which were routinely reflected in our practice immediately; but our biggest lesson was to simply be true to the values and principles of agility. It is absolutely critical not to impose any judgment on pedagogical quality or soundness of the idea. Sometimes it is difficult to let the outcomes of the process inform the teacher, but it is important to
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respect the courage that a prospective technology demonstrator leader exhibits when testing how to improve their own teaching and it is equally important to reinforce the importance of evidence-based decision making. It is easy for passionate teachers with creative ideas and for project support staff to get excited about a technology demonstrator. That being said, it is the support staff that need to artfully exhibit the discipline to observe and enforce the value of simplicity, while also embracing emergence as the technology demonstrator develops. The 90-day limit helps everybody manage the impulse to design complexity into a solution instead of allowing it to emerge. The technology demonstrator support staff, and particularly the coordinator, must respect the principles of agility in practice and exhibit humility. Although the staff may be experts on the techniques used to support a successful project, they cannot assert their biases on pedagogy and other aspects of the learning and teaching process. Recommendations The technology demonstrator program of projects involved dozens of professionals and academic staff and thousands of students, all with unique needs and motivations. Although we could easily generate a significant list of recommendations based on our
experiences, most would be context specific and of questionable value to anybody considering this approach to culture change and technology diffusion. Instead, we will make one fundamental recommendation: Practise the values and principles of agility. Be open, honest, courageous and humble. Let the community know that this is a change initiative, but nothing will change without participation. That is, if we want to be different, we need to do things differently. n For a full list of references, email admin@interactivemediasolutions. com.au Having taught his first online course in 1996, Ken Udas has served in a variety of leadership, management and teaching roles in universities with dedication to high quality, high access and low barrier educational programming including Comenius University, Slovakia, UMUC, the Open Polytechnic of NZ, the State University of NY, PennState World Campus, UMassOnline, and most recently USQ, Australia. Ken is the cofounder of the Educause Constituency Group on Openness, and the Jasig 2-3-98 project that are focused on the emergence and adoption of open and agile technologies, practices, policies, and initiatives, and how they affect the delivery and support of education and maintains active roles in a number of openness advocacy projects.
Susan Brosnan was a Senior Technologies Adviser at the University of Southern Queensland and was the project lead for the Technology Demonstrators Project. Susan has a Research based Masters Degree in Project and Business Management with the focus on her thesis centering on learning technologies and their impacts in learning and teaching within higher education. She has a strong interest in experimenting with digital tools and how they are integrated into learning and teaching. Susan’s strengths lie in the combination of multiple facets of her work, as a project lead, researcher, and cultural change. Her expertise lies at the intersection of the classroom of the future, digital technologies and change. In addition to his role as Manager of Educational Futures at the University of Southern Queensland, Bill Wade is an award-winning and effective business and educational leader in the field of creative arts and industry, teacher education and online education with experience spanning both Canada and Australia and in regional and remote locations. Bill has demonstrated strengths as an academic leader/ scholar (formerly Coordinator, Teacher Education Programs, Head of School, and Associate Dean Teaching and Learning) as well as business/operational (Director, DOME Productions, Campus Manager, SAE).
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| PROFESSIONAL DEVELOPMENT
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Introducing
ASCILITE
THE SPONSORS OF THIS SPECIAL ISSUE BY DOMINIQUE PARRISH
The Australasian Society for Computers in
ASCILITE was formed in 1985 after its first
Executive Officer (combined role), Treasurer
Learning in Tertiary Education, also known
three conferences in 1983, 1984 and 1985 held
and six non-office bearing committee members
as ASCILITE, is a not-for-profit professional
under the CALITE (Computer Assisted Learning
elected by the membership every two years. The
association leading and advocating for excellence
in Tertiary Education) banner. Since that time,
Executive is also supported by a Secretariat.
in the use of digital technologies in tertiary
ASCILITE has grown into a vibrant professional
learning and teaching. ASCILITE seeks to promote
community of innovators, leaders and scholars
and facilitate initiatives that will positively
and recognise exemplary innovation, evidence-
engaged with the application of technology
progress tertiary education, particularly
based practice and research into the sustainable
to enhance teaching and learning in higher
through technology-enhanced learning (TEL).
use of educational technologies to progress
education. ASCILITE is governed by an Executive
Following is an overview of the member services
pedagogical practice.
that consists of a President, Vice-President/
and initiatives:
ASCILITE seeks to offer member services
Annual Conference
supported the conference and the
informed use of technologies for
members in the exemplary use of,
Held in late November or early
keynote and invited speakers have
teaching and learning in tertiary
and/or research into, technologies
December, the conference is hosted
been a feature on the program,
education. An ASCILITE Life Member
for teaching and learning in tertiary
by a different institution each year. It
delivering contemporary and often
Award is a prestigious award that
education. Fellow Award recipients
provides an opportunity for delegates
topical presentations.
recognises the significant service
undertake several ASCILITE activities
and/or sustained contribution of an
in the year following their award.
to present and attend full or concise papers, experientially focused,
ASCILITE Awards
ASCILITE member to the Society.
A Fellow Award can be awarded to
poster and symposia sessions or
There are three ASCILITE awards
Life Member Awards are the highest
the same person more than once;
workshops which are offered either
that members apply or nominate
recognition of achievement made
however, the award cannot recognise
prior to or after the conference proper.
for: the Innovation Award, a Life
by ASCILITE. This award is made
the same achievement more than
The conference is renowned for its
Member Award or a Fellow Award.
only when an appropriate candidate
once. Student Bursary Awards were
networking and social activities,
The ASCILITE Innovation Award,
meets the criteria. This means that the
introduced in 2017 to support two to
especially the conference dinner
which was introduced in 2011,
award may not be presented every
three full-time PhD/EdD or equivalent
which is always themed to connect
celebrates work undertaken by an
year. The ASCILITE Fellow Award
students to attend the ASCILITE
with the area in which it is being
individual or team of people in support
aims to recognise the outstanding
conference and receive a yearâ&#x20AC;&#x2122;s
hosted. Increasingly, sponsors have
of the exemplary and research-
contributions of individual ASCILITE
ASCILITE membership.
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| PROFESSIONAL DEVELOPMENT ASCILITE LIVE! Webinars ASCILITE offers a series of interactive webinars each year as a professional development activity and for Communities of Practice outside of the annual ASCILITE conference. ASCILITE LIVE! Webinars are available to both members and non-members. Some of the interesting topics that have been presented in ASCILITE LIVE! Webinars include student relationship engagement systems and empowering teachers to use meaningful data at scale, the role of data in the provision of feedback, writing effective research funding applications, improving student learning outcomes, harnessing the power of immediate feedback and digital learning without connectivity.
Australasian Journal of Educational Technology (AJET) ASCILITE publishes AJET, a refereed academic journal that promotes research and scholarship as well as effective practice on the integration of technology in tertiary education. AJET is indexed in Scopus, Thomson Reuters Web of Science, EDITLib, the ACER Blended Online Learning and Distance Education research bank and EBSCOhost Electronic Journals Service. AJET citation statistics appear within the Thomson Reuters ISI Journal Citation Reports (Social Science Citation Index), the Google Scholar Metrics and the Scopus SCImago journal rankings. AJET is open source and has no publication charges. It has published two to eight issues a year since the first edition in 1985.
Bulletin A fortnightly bulletin is emailed to all current ASCILITE members with a wide variety of news items such as TEL-related conferences, pending events, tertiary education job vacancies, SIG activities and ASCILITE â&#x20AC;&#x2DC;latest newsâ&#x20AC;&#x2122;. Relevant contributions to the bulletin are
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ASCILITE seeks to offer member services and facilitate initiatives that will positively progress tertiary education, particularly through technology-enhanced learning (TEL).
and TEL educational advisors. These
for key stakeholders that would
SIGS offer ASCILITE members the
highlight the strengths and areas for
opportunity to work together to
improvement against each standard.
pursue common interests in research
On overall rating would be assigned
and practice and to create a â&#x20AC;&#x2DC;buzzâ&#x20AC;&#x2122;
which would align to an accreditation
around their interest area, goals
level (e.g. Gold, Platinum, Diamond)
and achievements both within and
that could be benchmarked, used
beyond the ASCILITE community.
in marketing, or for academic
ASCILITE provides funding to
promotion and probation purposes.
SIGs to support engagement and
The Scheme is being designed
dissemination activities for the
through consultation with tertiary
SIG. Current ASCILITE members
education stakeholders across a
can submit a proposal for a new
range of forums. This aspirational
encouraged from both ASCILITE
which can include but is not limited
SIG by describing the engagement
initiative is being implemented
members and non-members.
to Academic practice, Early career
and dissemination activities
across four phases that should see
research, Teaching innovations,
the SIG intends to pursue, to
the Scheme commercially introduced
CMALT Australasia
Learning design, Graphic design
achieve meaningful outcomes and
in 2020.
CMALT Australasia is a certified
or Programming. The Community
active participation.
membership scheme offered in
Mentoring Program offers two
partnership with the Association for
partnering alternatives: for a mentee
Learning Technology (ALT) in the UK.
to work individually with a mentor
Spring into Excellence Research School
The scheme is a form of professional
on a project or for several mentees
In 2017, ASCILITE delivered its
issues, topics, theories and research
accreditation, which enables people
to work collaboratively with a pair
inaugural Spring into Excellence
in regard to the use of digital
whose work involves learning
of mentors on projects related to a
Research School. This initiative
technologies in tertiary learning and
technology to have their experience
negotiated overall theme.
was conceptualised as a means
teaching. A global register of guest
of providing support and guidance
bloggers have contributed to the
and capabilities certified by peers,
TELall Blog ASCILITE disseminates a regular blog to engage those interested in
and to demonstrate that they are
Regional Events
to participants in developing and
TELall Blog with many interesting
taking a committed approach to
ASCILITE sponsors and/or endorses
progressing TEL research projects.
insights and musings being shared
their professional development. The
events and activities that promote
The Research School, which is
and discussed. n
basis of the accreditation process
research, trends and uses of
facilitated by ASCILITE Life and
is a portfolio which contains both
educational technologies in tertiary
Executive members, runs for two
evidence and reflection in relation to
education. There are criteria to
and a half days and has a wide target
Associate Dean of Education at
a number of key criteria. ASCILITE
guide decisions about which
audience from tertiary institutions,
the University of Wollongong,
has been engaged in this scheme
regional events will be sponsored
including but not limited to early to
Dominique Parrish is a highly
since 2011.
by ASCILITE, including there
mid-career researchers, Scholarship
qualified educationalist with over 27
being some form of reciprocity
of Teaching and Learning (SOTL)
years experience in designing and
Community Mentoring Program (CMP)
for ASCILITE, such as potential
enthusiasts, Teaching intensive
implementing programs, solutions
membership recruitment or
academics, those interested
and initiatives to meet organisation,
The ASCILITE CMP seeks to involve
conference attendance.
in applying for TEL research
project, program and curricula
grants or forging TEL research
outcomes and deliverables. She
participants in a professional
In addition to being the
mentoring relationship built
Social Media
collaborations and cross-institutional
has excellent organisational ability
between learners (the mentees)
ASCILITE is active on Facebook,
research projects.
with highly-developed skills in
and experienced practitioners
Twitter, LinkedIn, Instagram and
(the mentors). Whilst the new
YouTube and both members and non-
learners may be experienced
members are welcome to subscribe,
in some areas of educational technologies, the ASCILITE
prioritising and managing multiple responsibilities and people while
like and join in the conversations and
Technology Enhanced Learning Accreditation Scheme (TELAS)
communication at any time.
ASCILITE has undertaken an
Dominique also displays well-
ambitious endeavour to introduce an
developed skills in assessing,
Australasian accreditation scheme
analysing and developing viable
knowledge, skills or capacities in an
Special Interest Groups (SIGs)
that will assess online learning
solutions to meet project needs and
area of developing expertise. This
ASCILITE SIGs have been established
against a suite of standards and
reporting and communicating these
arrangement is formalised through
in the technology-enhanced learning
criteria. The Scheme would see
to key stakeholders. As she has led
a Mentoring Agreement. The focus
(TEL) interest areas of: Transforming
accredited peer reviewers conducting
and managed numerous projects
of the mentoring collaborations
assessment; Learning analytics;
assessments of online learning and
with regional, state, national and
can be across a number of areas,
Learning design; Mobile learning;
developing an evaluation report
international reach and scope.
Community Mentoring Program is a vehicle for enhancement of specific
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meeting numerous deadlines, outcomes and deliverables.
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| FEATURE
WORK-INTEGRATED
LEARNING IN SUPPORT OF DIGITAL FUTURES BY ASSOCIATE PROFESSOR DENISE JACKSON
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Work-integrated learning (WIL) is all
years in capturing data on which
their workplace performance – what
about helping to prepare students
students are based where during their
are they doing well, where are they
for the world of work. It involves
experience and for establishing efficient
struggling and what does this mean
students collaborating with industry
administration processes. What follows
for their future development and career
and community partners as part of
is more a series of recommendations
pathway? Online reflection tools, such
their degree program. It can be an
to align the design and delivery of WIL
as blogs, journals and diaries, can
‘immersed’ experience, where students
for digital futures.
help students consider and record their experiences in a structured
are physically based in the workplace
way. Here, they are connecting their
placements – or a virtual or on-campus
Embed Technology in WIL Learning Design
experience where students are engaged
The three pillars of a quality WIL
practice in the real world. They are
in consulting, projects or simulations in
program are preparation, reflection
developing self-awareness and learning
collaboration with their partners.
and feedback. Technology, particularly
to understand who their ‘professional
given the introduction of the National
self’ may actually be. Reflection
help make students more employable,
Broadband Network (NBN), can
should not be a solitary experience.
but what exactly does that mean? Well,
be intertwined into each of these
Facilitating peer reflection through tools
it is about empowering them to achieve
to make WIL more accessible for
such as wikis and discussion boards
career success. For some, that may
students and to create an enhanced
provides a rich source of learning and,
mean obtaining a certain type of full-
learning experience.
cognisant of ‘a problem shared is a
– such as internships, practicums or
The overarching aim of WIL is to
time job, whereas for others it could
classroom learning with professional
WORK-INTEGRATED LEARNING (WIL) IS ALL ABOUT HELPING TO PREPARE STUDENTS FOR THE WORLD OF WORK. IT INVOLVES STUDENTS COLLABORATING WITH INDUSTRY AND COMMUNITY PARTNERS AS PART OF THEIR DEGREE PROGRAM.
problem halved’, can help students feel less isolated.
mean building a successful business
Preparation
or balancing a number of fulfilling
Students need to be ready for their WIL
contracting roles which give them the
experience, particularly those where
flexibility for their other commitments.
their industry partner expects them
WIL is now a well-recognised
to start completing tasks or working
vehicle for students to practise their
on a project as they commence. This
skills and try out what it is like to
may be overwhelming for some,
operate in a particular profession. This
particularly for international students
is nothing new for certain disciplines,
who may not be familiar with Australian
such as education and nursing, where
workplace culture and could lack
WIL has been interwoven into the
the confidence and communication
curriculum for many years. For others,
skills to speak up if they are not
such as IT, media and business, it is
sure. A good way to prepare
becoming increasingly popular among
students is through online learning
students who realise they need to try
modules, which may be purchased
to make themselves stand out from the
off-the-shelf, streamlined into the
growing pool of graduate recruits.
university’s learning management
arising issues. Such tools are viable
system and contextualised to that
alternatives to site visits when large
students authentic insight into the
particular campus, region and/
numbers of students are dispersed
world of work in the particular industry,
or discipline. Content may include
individually across many partners.
sector or role they are interested
risk management processes, critical
in. Whatever drives individuals and
incident management, occupational
to external or blended mode (a
whatever their career aspirations may
health and safety, professional
combination of face-to-face and
be, they need to embrace automation
conduct and cultural understanding.
online) can help students who are
and the rapid changes in technology
Enriching material with video clips and
unable to travel to a campus due
which permeate work, social and
introducing quizzes for assurance of
to their location, work or caring
family lives. If the goal of WIL is to
understanding can be helpful.
commitments. Recording bite-size
It is important that WIL gives
Feedback Feedback from industry partners is fundamental to student learning during WIL. This should be ongoing and combined with an evaluation at the end. Gathering feedback from partners via online surveys allows for easier completion and aggregation of results for reporting back to accrediting bodies. Using tools such as Zoom and Skype is a great way to connect WIL facilitators with both students and industry partners to keep track of student progress and any
Shifting WIL academic offerings
video clips of important information,
prepare students and make them career ready, the WIL experiences must
Reflection
such as assessment instructions,
therefore expose students to at least a
WIL is not about sending students
and conducting webinars and virtual
snapshot of the digital future.
out to complete a certain number of
meetings may be as effective as on-
So, how can industry and
hours in the workplace – how is that
campus meet-ups. Training for staff,
universities partner to deliver on this
different from a part-time job? It is
and support for students, on web-
authentic experience? Technology
about giving them the opportunity to
based technology should be available
has greatly assisted WIL for many
apply classroom theory and reflect on
for seamless delivery.
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| FEATURE
Give Students Exposure to
Embrace WIL that is Aligned to
which showcases types of innovative
WIL may involve students working
Sustainable Areas
Digital Futures
WIL. In addition to developing skills of
autonomously from their own homes.
There has been much discussion
Despite what many still think,
the future, innovative models can be
This, anecdotally, creates a rich
about professions and roles which
WIL is not all about placements,
more inclusive. They provide a means
learning experience as they become
are extremely vulnerable to high
practicums and internships. There
of accessing WIL for those who are
familiar with web-based technology
levels of automation. Developing
are many innovative models of WIL
unable to complete a required number
and learn to communicate through
student awareness of these potential
where students can get a real taste
of hours in the workplace due to
carefully worded emails, as they are
‘areas of demise’ in Australia’s digital
of digital futures. Virtual WIL, for
difficulties with travel and clothing or
often unable to see and interpret body
future is important. Organising talks
example, may require students to
childcare costs.
language. Again, careful monitoring of
from economists in local chambers
solve problems and manage crises in
of commerce can be a great way
a virtual learning environment which
Introduce Students to the New Ways
of helping students to understand
simulates the real world. This can
of Working
obvious that both educators and
where job growth (and contraction)
develop critical-thinking, problem-
WIL is a useful platform for introducing
industry partners can collaborate
is predicted and where to focus on
solving and decision-making skills
students to contemporary working
to provide a rich source of learning
gaining experience. For an accounting
beyond more traditional models of
practices. Home-based offices, while
for students to help prepare them
student, for example, the WIL
WIL. State-of-the-art facilities on
practical for many businesses, can
for digital futures. Ongoing attention
experience should perhaps not focus
university campuses enable authentic
create risk management concerns
to the design and delivery of WIL,
on payroll or accounts payable, but
simulations and role-plays, such as
for those coordinating WIL. While an
however, is needed so it can adapt
rather developing skills in budgeting,
nursing wards and birthing suites for
on-site risk assessment may assist,
and improve in line with changes
forecasting and risk analysis for
health science students and moot
there may still not be assurance that
in the increasingly digital working
aspects of entrepreneurial projects.
courts for those studying law.
students are getting the interaction
world. n
Technology can help fine tune
networking exposure is needed. From the examples given, it is
with professionals and networking
Teach Students to Transfer
skills particular to a profession, such
exposure they need. Also applicable
Transportability of skills across
as the use of blogging to help aspiring
to small businesses operating from
Jackson is the Work-Integrated
different contexts is critical where
journalists develop certain types of
commercial offices, combining hours
Learning (WIL) Coordinator in the
globalisation and automation mean
communication skills as media shifts
in small and medium-sized enterprises
School of Business and Law at Edith
boundaries for work and collaboration
to the digital world. There are many
with some in a larger business can
Cowan University. Denise is a National
are increasingly disappearing.
examples and these can be accessed
work well. If locating a sizeable
Board Member and WA State Chair
Graduates should no longer expect
via the Australian Collaborative
business is difficult, universities
for Australian Collaborative Education
to secure a place on a structured
Education Network (ACEN) – the
can step in themselves as an
Network (ACEN), the national
graduate program, leading to their
national peak body for WIL – website
industry partner.
association for WIL.
Associate Professor Denise
job for life. Instead, they may work in a number of fixed-term contracts across a range of different sectors and industries. Being able to draw on prior knowledge and skills and apply them in new environments and create new knowledge is more important than ever. WIL provides a unique opportunity for practising (and therefore learning) transfer, particularly through immersed models. WIL coordinators can incorporate some key principles into program design to help develop students’ capacity for transfer. One example is encouraging students to reflect on challenges they faced in applying their knowledge and skills in new settings and identifying strategies going forward. Another is ensuring the professional learning environment incorporates feedback and collaboration to foster the creation of new knowledge.
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| TEACHING TOOLS
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INNOVATIVE CURRICULUM AND APPROACHES TO ONLINE LEARNING DESIGNING FOR SOCIAL LEARNING
BY DR. CHIE ADACHI AND MARCUS O’DONNELL There are many opportunities to
Anant Agarwal, CEO of edX,
the university curriculum for online
in shaping what that person knows
provocatively said, “University teaching
learning, what actually works? What
about the world and how they apply that
do things differently in online courses
hasn’t changed since the Middle
is the litmus test for deciding which
knowledge in daily life. Take language,
that allow educators to really put
Ages.” Those who teach in higher
education technology innovations to
for example – not only do people need
the medieval model of teaching and
education know that the basic model
roll-out? One way to approach these
to learn how to construct sentences
learning well behind them and ensure
of the two-hour lecture – what Agarwal
questions is through designing for
that are grammatically correct (syntax/
that social learning is explicit and
might call medieval – is still widely
social learning, that is, design thinking.
linguistic competence), but they also
intentional throughout. The following
need in-depth knowledge of how to use
section of the article describes four
that places user-centred, exploratory,
their language appropriately in certain
key opportunities enabled by online
iterative development and refection-
contexts (pragmatics/sociolinguistic
learning and an accompanying set
classroom in some areas – putting
in-action at the heart of creating and
competence). This is why people
of teaching tips to maximise social
preparatory material online and using
applying products and services – is
may talk differently, using different
learning in each case.
classes for interaction rather than
now widely used across university
‘codes/registers’, to their friends and
didactic lectures. The question is,
curriculum. Design thinking provides
families at a dinner table compared
how do teachers flip the university? In
a model of learning design and has
to how they talk with colleagues in a
1. Celebrate and share stories
other words, how do educators make
been popularised by academics like
formal work meeting. By critically (and
We are story telling animals – that
innovative, social and natively digital
University College London’s Dianna
often unconsciously) observing how
is how we make sense of the world.
learning experiences the norm and not
Laurillard and Sydney University’s Peter
others around them do things, people
Stories can create emotional and
the exception?
Goodyear. Design thinking also provides
learn what is (not) valued and how to
personal relevance, which effectively
a model for learner experience. It starts
behave accordingly.
contribute to learning critical
used. They also know that innovation is all around. Most universities have flipped the
Inside and outside the university,
Design thinking – an approach
Social learning happens whether
digital technology has changed the
with a conviction that learning happens
way learners learn. Massive Open
in action and, more specifically, that
educators like it or not, even in
Digital technologies enable us to craft
Online Courses (MOOCs), provided
learning happens through conversations
constrained lecture theatres – students
stories with incredibly rich media
free by leading institutions around
that give people the courage to try things
talk before and afterwards, they organise
beyond simple written texts – e.g.
the world, YouTube videos that offer
out. Learning is social and educators
themselves, they swap notes, they
video, audio, image and interactive
private tutorials and micro-credentials
need to design learning with this in mind.
debrief. They sit in claimed spaces, in
learning resources. Free online tools for
particular groupings and communicate
creating interactive presentations (such
that warrant digital certificates in
Since the groundbreaking work
information and complex ideas.
demonstrating achievements on extra-
by Albert Bandura on social learning
through body language. In online
as Prezi and Emaze) and infographics
curricular activities are compelling
in the 1970s, educators know that
learning, with an individual in front
are now readily accessible to all users.
examples of innovation.
people observe and learn through
of a private screen, social learning
Richard Mayer’s decades of research
So, when digital technologies
social interactions with others. Those
experiences need to be designed
on the use of media in learning also
yield so much potential for advancing
around a person have a lot of influence
more deliberately.
reports that people learn better with a
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| TEACHING TOOLS
combination of texts and media rather
to be guided to ‘right answers’ – they
than texts only (which he called the
need to develop their own evaluative
Multimedia Principle). Problem-based
judgement skills so that they can
learning is one well-known technique
judge their own work and that of their
that leverages the power of stories –
colleagues. They will not have tutors
learners engage with carefully designed
to mark their ‘assignments’ in the
scenarios, in other words, stories,
workplace. Cultivating learners’ abilities
applying their knowledge to solve real-
to critically engage and evaluate their
world problems.
own and peers’ work based on agreed criteria or standards is one of the
Design tips for social learning:
most important life skills that higher
• Use case studies that represent
education can nurture. To become 21st
IN ONLINE LEARNING, WITH AN INDIVIDUAL IN FRONT OF A PRIVATE SCREEN, SOCIAL LEARNING EXPERIENCES NEED TO BE DESIGNED MORE DELIBERATELY.
• Clearly state the aims and benefits of the team/group task to learners – What are learners going to achieve in this activity? • Negotiate and clarify how the team/group task is going to happen – What digital tools are used for collaboration, communication and project management? What are the roles and responsibilities of each member?
authentic problems to encourage
century ready, students need to be
learners to hear the perspective
able to navigate complexity, not only
of others and then discuss
through understanding disciplinary-
Design tips for social learning:
learning opportunities (e.g. prior
and collaborate.
related knowledge, but through a finely
• Create # for a course/class
knowledge/experience, gender, age
• Take advantage of various types of
honed ability to work with others.
multimedia that appeal to diverse
• Set up teams/groups that represent a mix of learners for diversity and
(for example, #LNG101) and
and location).
encourage learners to continue
With the proliferation of available digital
learning styles and can be used
Design tips for social learning:
conversations and exchange
tools, educators often simultaneously
to explain traditionally boring/
• Frame teachers as facilitators who
ideas/resources on key concepts
feel both excitement and trepidation
complex key concepts in visually
guide learners through questions
explored in class (e.g. Twitter and
– the sky is the limit, but where do
compelling ways.
and prompts, instead of directly
Instagram).
we start? We suggest that the place
• Invite learners to openly share their stories using both text
feeding answers and information. • Encourage peer learning through
• Design assessment that scaffolds
to start is with design. Good learning
students’ understanding and
and teaching, whether online or on-
and rich media that reflect their
sharing of stories, reflections,
creation of digital identity via social
campus, is purposeful and crafted.
understanding of the topic explored
resources and questions.
media profiles (e.g. LinkedIn).
Good teaching starts with a careful
• Encourage learners to follow and
exploration of who the learners are,
in learning and how to produce and
connect with researchers and
what they need to achieve and how
digest feedback.
practitioners in their field of study
they can achieve it. Digital innovation
via social media (e.g. Google
is not about the latest trending tool.
Scholar and LinkedIn).
It is about the ubiquity of networked
– social learning is not just exchanging words.
2. Promote peer and selfregulated learning
• Talk about the power of feedback
When online learning is designed
3. Get social with social media
through an intentional social lens, the
Social media, which has grown
traditional model of transmission of
communication. Effective digital learning is enacted through designing
exponentially over the past decade,
4. Orchestrate team/ group work
knowledge from teacher to student
can extend conversations and
Contemporary digital tools are
activates networks. Networks connect
becomes redundant because students
learning opportunities beyond the
designed for collaboration. Google
learners to each other, to history and to
are implicitly located at the centre
usual classroom. Most social media
Docs allows multiple writers to
the great span of ideas – to the stories
of learning. In a world where much
platforms have features such as
contribute and track their writing work
that make us human. n
information is now at anyone’s
like, follow, share and reply, which
online. Google Hangouts or Skype
fingertips through a simple Google
recognisably resonate with many
can host online virtual meetings to
search, the role of educator needs to
students’ everyday experiences with
connect and discuss ideas in real time.
within Deakin Learning Futures at
be reconceived. The educator must
social media. Because of the open
Trello invites people to communicate
Deakin University and works on
become a guide, facilitator and curator.
and social nature of social media,
asynchronously and manage their
various innovation projects around
incorporating this approach into
tasks and projects. Orchestrating team
digital learning. Her research
develop expertise carefully over time
education provides authentic learning
or group tasks with specific goals can
interests include self and peer
and in this they will depend on the
experiences, allowing students to
provide a great opportunity for learning
assessment, digital literacy and digital
assistance of more knowledgeable
explore and connect with real-world
directly through interactions with
social learning.
others. But all students must be
networks. In so doing, learners are
others. The trick in online team/group
A/Prof Marcus O’Donnell is
encouraged to engage in the process
also required to apply digital literacy
tasks is to design tasks that genuinely
Director, Digital Learning at Deakin
of learning, not just with content
and develop their digital identities.
allow learners to contribute through
University where he leads a number
knowledge. Skills like critical thinking,
They need to make judgements about
various roles and responsibilities
of ‘cloud-first’ learning redesign
problem solving and teamwork are
what is credible and think about
assigned to them. All of these free
projects. His research interests
constantly at the top of employers’
how to represent themselves as
online tools are ones that students will
includes digital learning innovation,
most sought-after graduate
distinct professionals through their
likely use in their working lives.
contemplative pedagogies and
capabilities. Students need not just
digital profiles.
Design tips for social learning:
student resilience.
Of course, students need to
60 | EDUCATION TECHNOLOGY SOLUTIONS
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for social learning, which, in turn,
Dr Chie Adachi is a Lecturer
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| GET CONNECTED
DIGITAL SOLUTIONS FOR SUPPORTING STUDENTSâ&#x20AC;&#x2122; CAREER IDENTITIES
BY TRINA JORRE DE ST JORRE
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Social and professional platforms such as Facebook, Twitter and LinkedIn have changed the way in which people connect and share. Through these platforms, people can expand their social and professional networks and share information using diverse multimedia. However, most universities have done very little to capitalise on the connectivity offered by digital technologies and still evidence and communicate student achievement in the same way as they have for centuries â&#x20AC;&#x201C; through marks, grades and academic transcripts.
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| GET CONNECTED
Deakin University has developed
achievement and experiences
two strategies that provide students
to differentiate themselves from
with opportunities to showcase their
other graduates.
achievements through professional
The concept of a career has also
platforms. Both strategies encourage
changed. Individuals now move more
students to create unique digital
frequently between organisations and
artefacts that integrate their academic
roles to accommodate new interests,
achievements with other aspects of
gain better opportunities or out of
their lives and, in doing so, engage
necessity. The jobs that students aim
students in reflection that helps to build
towards at the outset of their degree
their confidence and career identity.
may not be available when they
MOST UNIVERSITIES HAVE DONE VERY LITTLE TO CAPITALISE ON THE CONNECTIVITY OFFERED BY DIGITAL TECHNOLOGIES AND STILL EVIDENCE AND COMMUNICATE STUDENT ACHIEVEMENT IN THE SAME WAY AS THEY HAVE FOR CENTURIES.
graduate or may not even exist in the
Why is Career Identity Important?
future, meaning that adaptability is
Graduate opportunities and
graduation and further into the future.
critical to the opportunities they gain at
career pathways are no longer as straightforward as they once were.
What can Universities Do?
The graduate employment market
Universities cannot guarantee
is highly competitive and, where a
employment, but they can support
degree was once a differentiator, it is
the development of studentsâ&#x20AC;&#x2122; career
now a prerequisite for many jobs, so
identity by engaging students in
graduates need to highlight additional
learning and recognising achievement
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that is relevant to employment through:
and will need so that they can take
three of eight of Deakin’s graduate
To ensure Hallmarks signify
1. Focusing on skills, not just
responsibility for their own personal
learning outcomes to focus on and
outstanding achievement as valued
knowledge
and professional development.
evidence in their video: discipline-
and judged in professional life, they
It is clearly no longer sufficient to
Students need to be more than
specific knowledge and capabilities,
are developed by teaching teams in
focus solely on the development of
passive recipients of skills, because
communication, digital literacy,
collaboration with industry partners
discipline-specific knowledge and
as graduates they will need to
critical thinking, problem solving,
and professional bodies, who also
contexts. Universities must ensure
articulate and provide evidence of
self-management, teamwork or
help to assess student achievement.
that graduates also develop a broad
their capabilities to gain opportunities,
global citizenship.
Students are invited to provide evidence
transferable skill set that can be
and to find personalised evidence of
While the strategy was first
of outstanding achievement that fulfils
applied to whatever opportunities
achievement that differentiates them
implemented as an extra-curricular
the standards and criteria associated
they seek or find in the future. For
from their peers.
opportunity, it is now being
with the award and must draw on
incorporated and assessed in
understanding and experience from their
example, communication, teamwork, problem solving and critical thinking
3. Allowing students to demonstrate
courses. To support adoption at scale,
course, as well as from other aspects
are important to gaining opportunities
distinct and personalised
resources have been developed to
of their lives.
in any work or life context.
achievement
assist students to produce their own
It is unique experience and
videos. Students are encouraged to
are provided with a digital credential
2. Encouraging autonomy beyond the
achievement that will differentiate
disseminate their video through digital
that can be easily shared through social
assessment task
graduates from their peers, so
networks, such as LinkedIn, and to
and professional platforms as evidence
Embedding transferable skills into
rather than requiring all students to
embed in digital resumes to market
of their employability. The credentials
the curriculum is important, but
produce homogenised artefacts of
themselves to prospective employers.
utilise digital badging technologies and
students also need to be made aware
their capabilities, students should be
To facilitate this, videos are uploaded
consist of an icon bearing the insignia of
of the capabilities that they have
encouraged to draw on their unique
to the Me in a Minute YouTube channel
Deakin University, linked to information
experience and perspectives and
and each video closes with ‘Connect
verifying the recipient of the award, the
provide personalised evidence of what
with [Student name] on LinkedIn’.
achievement required (including the
they have, know and can do. Learners
Student perceptions of the video strategy have been overwhelmingly
partners involved in developing and
draw on learning and achievement
positive. In addition to valuing
assessing the award and an artefact
from all aspects of their lives and to
the short videos as a medium for
evidencing the students’ work.
evaluate their interests and capabilities
promoting their employability, students
against those needed for different
have reported that the process of
that they value the opportunity to
career opportunities.
pitching was even more valuable
have their skills endorsed, but equally
because it encouraged them to
if not more so, value the confidence
What Might this Look Like in Practice?
reflect on their experiences, skills and
and understanding gained through
capabilities, and through making the
reflecting on their capabilities and
There are many ways in which the
videos, they learned how to articulate
graduate identity.
above principles might be embedded
these clearly and succinctly.
Feedback from students suggests
The strategies described above are just two ways in which digital
Example 2: Employability credentials
technologies can be used to share
developed at Deakin University that give students the opportunity to create
Deakin Hallmarks are university awards
changing and to prepare graduates
unique digital artefacts that can be
that recognise students’ outstanding
for an unknown future, teachers and
easily shared through professional
achievement in capabilities that are
universities need to think creatively
and social networks as evidence of
important in the workplace. They
about how they can innovate to provide
their employability.
were developed as an extra-curricular
students with opportunities to develop
opportunity for students to differentiate
and showcase their career identities. n
However, here are two strategies
062-065_ETS81 Get Connected.indd 65
standards and criteria), the industry
should be encouraged to integrate and
into curriculum or assessment.
educationtechnologysolutions.com.au
Students who achieve the award
student achievement. The world is
Example 1: A simple video strategy
themselves to employers through
Me in a Minute is a very simple video
Deakin’s graduate learning outcomes.
Lecturer in Graduate Employability at
strategy developed to emphasise
Although they are non-credit bearing,
Deakin University. She is interested in
graduate employability to students and
each award is contextualised to a
pedagogies that engage and empower
employers. Students are supported
specific degree program and focuses
students and her research focus is
in the production of a one-minute
on a single graduate learning outcome
on assuring graduate capabilities,
video pitching their knowledge,
considered particularly important
improving employment outcomes and
capabilities and experience to
to the employment of graduates in
incorporating the student voice into
prospective employers. Students select
that course.
curriculum development.
evidencing achievement of one of
Dr Trina Jorre de St Jorre is a
EDUCATION TECHNOLOGY SOLUTIONS | 65
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| SPECIAL FEATURE
Using Education Technology To Facilitate
ONLINE PEER LEARNING BY JILL LAWRENCE
Every semester, when students
Defining Peer Learning
to gain perspective about their study,
are given the course outlines (or
Peer learning is a two-way activity
facilitate their reflective capabilities and
equivalent), the first part they read
between students in which they
augment their personalised problem-
is about the assessment. Students
support, critically review and provide
solving strategies. In other words,
want to know what they will have
feedback on one another’s work.
peer learning helps students consider
their group’s and tutor’s
to produce in the course and how
Opportunities for this kind of learning
themselves and their peers as valuable
responses as well as
they will be graded. Assessment
can emerge wherever students share
members of the learning environment,
responding to other forum
thus becomes a hurdle rather than
their experiences, not only inside but
rather than relying solely on the
a robust, and preferably engaging,
also outside formal learning settings.
academic for guidance, affirmation
opportunity to learn. Furthermore,
Ultimately, peer learning provides
and feedback.
students rely on the academic as the
learners with convenient and informal
sole source of direction, guidance and
opportunities to learn from those who
feedback. Students tend to conceive
• Require students to post their responses to weekly learning activities to their forum group. • Encourage students to read
members’ posts. • Include screenshots of posts and responses in assessment weighting (student engagement is much higher if assessment
are, or have been, in a similar situation,
Strategies to Foster Online Peer Learning
of the learning experience as a one-
assisting them to access support to
1. Integrate peer learning activities
forum posts) and reflections
way interaction from the academic
fortify their studies.
into course design, delivery
on peer learning activities as
and assessment:
assessment tasks.
to the student (and then the other
marks are allocated to group
of using peer learning to put the
Rationale for Peer Learning Activities in a First-year Online Course
meaning back into assessment
To effectively learn in an unfamiliar
and the overall university learning
online university context, first-year
experience. It also describes how
students need to reposition their
assessment (which means that
an experienced student (for
to run and encourage peer learning
expectations and fine tune their learning
students are given feedback
example), reflecting on it, then
through use of education technology.
approaches to meet those required/
and opportunities for correction
identifying specific, practical
Student quotes are provided to
expected by the university. Peer
and rewrites) prior to, and
and problem-solving strategies
consider the application of peer
learning activities can help students
specifically linked to, the
that the other students can
learning and students developing
make these transitions and enhance
final submission for marks
incorporate in their study
understanding of the overall university
their engagement and learning. Such
(summative assessment) – see
routines, before posting to
experience from their point of view.
activities can also inspire students
Figure 1.
their group forum. This activity
These examples come from use of
to value peer learning as a viable,
• Organise students into online
peer learning at University of Southern
user-friendly and accessible study
forum groups (n=20/30),
assessment task with students
Queensland, where approximately 70
approach and engagement strategy.
each supported by an
asked to reflect on the interview
percent of learners study online. Clear
Peer learning helps students to
online tutor whose role is to
instructions are therefore vital to the
become familiar with and expand their
provide individual feedback to
success of peer learning.
sources of support, assisting them
students’ posts.
way for assignment submission). This article presents a case example
• Divide learning activities into weekly modules to
2. Use explicit peer learning activities
give students a clear
to encourage students to learn
navigational pathway.
with/from each other by:
• Build from formative
• conducting an interview with
can be incorporated into an
and the strategies they applied. • incorporating a similar interview strategy, but with
Figure 1: A strategy for integrating peer learning activities into assessment practices
Students work through learning activities linked to assessment
66 | EDUCATION TECHNOLOGY SOLUTIONS
066-067_ETS81 Special Feature.indd 66
Students post learning activity responses to their group forum
Students receive feedback from peers and tutors about their responses
Students complete assessment utlising formative feedback received
Students receive markers' feedback on assessment
educationtechnologysolutions.com.au
21/11/17 2:01 pm
a peer working in students’
were another gentle reminder
understandings. I love reading the
Conclusion
future profession/career/
that so-called barriers are in your
posts. It makes me realise lots
The value of peer learning for student
discipline to enhance their
own mind.
of things. They help me build my
engagement and quality learning is
learning strategies and motivate me
strengthened by stories/narrative from
to do my best.
actual practice. These stories reveal
knowledge of organisational
• A surprising thing that came out of
practices and requisite
the interview was the importance
employment capabilities.
of interaction and cooperation
• I am learning to utilise this social
benefits related to gaining insight into
with other external students. I was
media to my best advantage,
self and others, achieving perspective
on the development of their
made aware of the value that peer
connecting with other students and
and repositioning expectations,
learning and peer learning
support can offer during university
hearing different perspectives and
incorporating personalised problem-
skills over the semester,
studies, that having other people
different interpretations which are
solving strategies and developing
seeking feedback from a
who are going through the same
also helping clear up questions
sources of support. Woven through
peer before posting to the
experience to bounce ideas off of
when it comes to assignments.
these themes are threads related
forum group and discussing
and to offer/receive encouragement
in assessment.
is very helpful.
• asking students to reflect
• M’s number one rule for students
to the communication capabilities
at university is to ‘get involved’.
of seeking help, making social
She states, “See what your campus
contact, participating in groups,
Developing sources of support:
has to offer and just be involved
seeking feedback and saying no.
• Further discussions with Dulcie led
in everything you think will benefit
Peer learning opportunities not only
her to divulge that I should utilise all
you, whether it be helping you in
prompt students to engage in learning
The following quotes from students,
resources available to myself. Due
your career in the future or just in
but also encourage them to reflect
collected through their online posts,
to my introverted personality I am
that very moment physically and
on that learning, thereby enhancing
evaluation surveys and unsolicited
less likely to seek help from others.
emotionally.” At first this statement
their lifelong learning skills and
feedback to academics, cluster
With her advice I have realised my
took me by surprise however really
simultaneously drawing students’
into three themes: insight into self
studying would be made easier if
thinking about it made more sense
attention to the need to develop these
and others, the role of support and
I seek help from sources, such as
the more I thought of it. University
skills as key professional capabilities. n
reflections about the benefits of
my lectures and other students.
is about putting yourself out there
Quotes from Students about their Peer Learning Experiences
peer learning.
• One surprising thing I discovered during my interview is how
Insight into self:
holistic the university environment
• The one surprising thing I found
is. Students are encouraged
and getting the most you can out
Professor Jill Lawrence is
of your campus for yourself and
Associate Dean (Students) in the
your education.
Faculty of Business, Education,
• Reading other peoples’ posts is
Law and Arts at USQ. She teaches
with my interview was that it’s not
to network and expand their
insightful. It is so good that we can
communication to first year students
just me who struggles. It seems
educational experience well beyond
all help each other because in the
in nursing and the sciences as well as
that everyone does even if they
the four walls of the rooms.
future in our nursing roles that is
coordinating post graduate research
• She also said to ‘make friends at
what we will be doing, working in
methodology courses. Her teaching
teams and supporting each other.
has been acknowledged in a national
don’t show it. Makes me feel a little better knowing that I am not alone.
uni, having someone who is going
• Initially, the online components
• I have realised that my expectation
through the same thing can make
of the time required to complete
it easier, someone to talk to when
seemed like another basic course
and in a national teaching award (the
my course work was unrealistic.
things are getting tough’.
that one seems to encounter
Arts and Humanities). Her research
on any study program, and one
includes a range of collaborative
I re-evaluated my timetable
teaching citation (with Eleanor Kiernan)
and shuffled work and family
The value of peer learning:
which I met with frustration. This
projects crossing disciplines,
commitments to be able to allow
• The fact we were expected each
was an inappropriate conception.
programs and institutions in the
sufficient time to complete all the
week to contribute to online
I resented having to respond to
first year experience, cross-cultural
required tasks.
engagement was fantastic; not
online forums, and considered to
communication and professional
only did we get to chat with other
be required to read everyone else’s
capability building.
some of the issues brought up
students, but we also got the
responses (let alone reply to them)
were inspiring and had me thinking
chance to see what other students
an imposition on my valuable
For further reading about peer learning:
of other risk factors when I’m
were thinking and know we weren’t
resource of mental energy. Over
Boud, D., Cohen, R., & Sampson, J.
at work.
alone if we were struggling with
the semester, information on the
(Eds.). (2001). Peer learning in higher
anything. The feedback given by
reasoning behind the extended
education: Learning from and with each
Insight into others’ experiences:
the tutor at the end of each week
engagement has surprised me.
other. London: Kogan Page.
• Highlighted by international
was a massive help in knowing we
I am glad now that I persevered,
students was the extra challenges
were on the right track!
participated in forums and engaged
of peer learning in assisting first year
faced when coming to study in a
• We all learn so much from
• I enjoyed reading the posts as
Lawrence, J. (2017). The power
in the university culture, as I feel an
students’ engagement in successful
new country with a new language
others through their different
internal generation of energy that
learning. STARS Proceedings.
and slang. Their posts nicely
understandings of perceptions
draws me toward my study daily
Retrieved from http://unistars.org/
put things into perspective and
of tasks and different cultural
from these activities.
proceedings/#copyright
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070-078_ETS81 Product Showcase D.indd 70
consider when we are looking at projectors.
• Environmentally friendlier than earlier lamp projectors n
With no phosphor wheel, no For more information visit www.
educationtechnologysolutions.com.au
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There is a new 19” Rack on the block
THE S17 ACOUSTIC CABINET
Cabinet has been redesigned from
* Measured at 100dB source level
Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
The all new S17 Acoustic
acoustically tuned fireproof, sound
• Rated to a static load of 1000kg
absorbing facing. The material is
• Welded enclosure using high
a specially formulated thermoset
strength Galvaneal steel with
base foam. This unique material
pre-treatment and powder coat
allows the noise to enter, and reduces the sound waves into smaller components, then traps the noise inside where it is absorbed
finish is provided as standard. • Enclosures can be bayed together. • Plinth is fitted as standard and
and dissipated by the acoustic,
includes levelling feet and
lightweight, non-combustible foam.
bolt down provisions. Castors
This gives the lining a much superior sound absorption capacity. Another unique feature of the
are optional. • Vertical Rack Mount Rails are finished in black powder coat
the ground up incorporating the
new enclosure are the door &
conforming to IEC60297. There
most advanced methods for sound
side panel seals which are fitted
are four supplied as standard
MFB Products, the leading supplier
reduction. The enclosure now has
with a continuous form in place
of Australian made 19” Rack Mount
better cable management, better
gasketing system that provides an
Enclosures has introduced a new
air flow management, is easier for
impervious seal.
product to their line-up. The all new
installers to fit out, and makes use of
S17 Acoustic Cabinet now has a
the huge range of accessories MFB
Additional features include
larger range of sizes, more options,
has available.
• Front & Rear Doors - optional
and above all – the best acoustic
The acoustic properties
and are fully adjustable. • Two 75 x 200 cable entries are provided at the rear base, one on either side.
Glass
properties of any other Acoustic
come from an advanced non-
19” server rack on the market – a
combustible sound absorption
system exhausting to the rear
reduction of 43dB*
lining consisting of a patented
as standard.
• Roof mount fan extraction
• Doors are fitted with concealed multipoint hinges, and a protected multipoint locking system, lift and swing handle with key lock are also standard. • Custom sizes are also available n
Compulocks CartiPad Solo Modular Charging Cabinet Compulocks CartiPad Solo Modular Charging Cabinet houses up to 16 iPad units and with its modular design can be adjusted for all your mobile computing devices. Without the need for any new cables or power cords, the CartiPad Solo uses the original existing power source of your devices and is ready for use out-of-the-box! • Simultaneously store and charge 16 devices. • Textured powder coat finish. • Modular slotted inserts. • Rubberised anti-slip interior. • Stackable or Wall Mountable. Also available in Cart format – see the details for Cartipad Uno or Cartipad Duo n $1059 (Schools price) www.maximisetechnology.com.au/product/compulockscartipad-solo-modular-charging-cabinet-16-device
educationtechnologysolutions.com.au
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EDUCATION TECHNOLOGY SOLUTIONS | 71
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SHOWCASES
NAO ROBOT “NAO is a cute, programmable
humanoid robot that will help you
create unique, interactive classroom
experiences. With about 10,000 robots in more than 70 countries around the world, NAO has truly made a home in education. In line with today’s educational content and challenges: • Ideal platform to introduce STEMrelated subjects such as Maths, Physics, Computer Science and Programming. • Cross-curricular applications that connect theory with practice. • Fully adaptable to current school programs. • Powerful platform to engage students and teachers • Hands-on, project-based learning to encourage teamwork. • Interactive lessons to drive greater participation. • Comprehensive and versatile educational solution. Discover programming with Choregraphe Introduce coding with Choregraphe, our intuitive programming software, using simple drag and drop and algorithmic reasoning. Teach various programming languages with our SDK (Python, C++, Java, Javascript). Explore Mechatronics with Monitor Demonstrate and explain mechatronics by monitoring the robot’s activity thanks to our Monitor application. Enjoy project-based teamwork with NAO modules for Webots™ Encourage students to test their algorithms and projects with this 3D simulator program that places NAO in a virtual world governed by real physics. n www.ald.softbankrobotics.com Phone Number: +86 21 61358998
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Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
An easy to use, whole-ofschool tool that transforms the digital learning environment Does your school have an ageing
Critically, Firefly has a modern,
learning management system?
easy to use interface and runs on
Or a digital toolbox overflowing
any device.
with dated applications? Both can
This makes it easy for teachers
up-to-date with assignments and homework. St. Ursula’s College in
a school’s long-term plans. As schools make the transition to Firefly, users spend less time
Toowoomba, and Firbank Grammar
wrestling with old, incompatible
lead to poor educational outcomes
to create and share resources,
School and Billanook College
and inconsistent tools and more
and declining usage as students,
use rubrics to build a learning
in Melbourne (amongst others)
time on what really matters: using
teachers and administrators
conversation, set homework, and
have implemented Firefly with
technology to provide better
struggle with inconsistent
provide students with deeper
positive outcomes.
learning experiences and better
functionality and clunky
feedback by marking up their
interfaces.
work and adding notes and
whole-of-school learning platform
voice comments.
was carefully evaluated, with a
whole-of-school learning platform
particular focus on ease of use as a
is a significant decision. By choosing
criterion for choosing Firefly.
Firefly, they can be confident its
Today, leading schools in Australia are leaving these
Firefly’s simple interface
In each case, the transition to a
outcomes for students. For school leaders, selecting a
problems behind by moving to a
encourages student usage. They
user-friendly, all-in-one solution
find it easier to access resources,
from Firefly Learning.
plan their workloads, access teacher
and the enthusiasm shown by
maximise usage and deliver
feedback, track progress and
teachers, students and parents
significant benefits for the whole
collaborate with other students.
for Firefly, has demonstrated the
school community. n
Firefly is a whole-of-school solution that serves as a platform for all teaching and learning
Similarly, parents find it easy
resources and for all types of
to use Firefly, enabling them
communication between teachers,
to become more involved with
students and parents.
their child’s progress, and to stay
educationtechnologysolutions.com.au
070-078_ETS81 Product Showcase D.indd 73
Since then, the speed of uptake,
ease of use will accelerate uptake,
importance of a simple interface as a success factor. Firefly is a strategic investment – it can become the foundation for
To learn more, book a demo today at fireflylearning.com/australiademo-adv-pd
EDUCATION TECHNOLOGY SOLUTIONS | 73
21/11/17 4:59 pm
SHOWCASES Launches a New Unparalleled Range of Collaborative 4K Interactive Flat Panels
Sydney Australia, 7th August 2017-
interaction that redefines the
BenQ, an internationally renowned
meeting room and classroom.
provider of visual display solutions,
“Not all interactive displays are
Outstanding Image and Design
20-point touch capabilities with
BenQ’s innovative touch-enabled
multiple users to participate. Like
fast, smooth response that allows
today announced the addition of
created equal,” said Andrew Lambkin,
4K displays are perfect for any
operating a tablet or smartphone,
the RP654K, RP704K, RP750K and
Business Development Manager at
business or learning environment.
users can use the screen’s pen
RP860K to its robust Interactive
BenQ Australia. “Today’s evolving
Designed to support engagement
or touch gestures to zoom, click
Flat Panel (IFP) lineup. Engineered
presentation and collaboration
with a truly interactive solution,
and rotate objects, with infrared
to deliver a stunning image, the
needs demand visual tools that make
the 65” RP654K, 70” RP704K,
technology enabling maximum
new family of 4K IFPs features an
participation simple and effective.
75” RP750K and 86” RP860K IFPs
accuracy and easy interaction with
exceptional design, hassle-free
Utilizing our own unique styling and
feature exceptional 4K resolution,
any content. Enhanced touch-
settings, collaboration tools and
web-based tools, BenQ IFPs make
long-lasting brightness for
screen capabilities like handwriting
innovative technologies with health
teaching and collaboration fun and
maximum visibility anywhere in
recognition and onboard speakers,
benefits in mind to enable engaging
productive right out of the box.”
the room, convenient pen tray and
which deliver an impressive
74 | EDUCATION TECHNOLOGY SOLUTIONS
070-078_ETS81 Product Showcase D.indd 74
educationtechnologysolutions.com.au
21/11/17 4:59 pm
Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
spanning digital projectors, monitors, interactive large-format displays, audio products, cloud consumer products, mobile communications and lifestyle lighting. Because it matters. About BenQ Group The BenQ Group is a $22+ billion powerhouse comprised of nearly 20 independent companies operating in over 30 countries across numerous industries with a combined workforce of over 100,000 employees. Each Group member is a recognized leader in its own field, contributing to the BenQ 32 watts of sound, make the
Available with DisplayNote, a
a hassle-free and high-tech
Group’s vast resources, broad R&D,
smallest idea come to life and be
cross-platform solution that
collaboration experience. For
and distinct strategic strengths. By
easily heard.
facilitates real-time collaboration
administrators, the BenQ Multiple
leveraging each company’s vertical
across multiple computing and
Display Administrator software
specialization to create true scale
Health Matters
smart devices, the RP Series 4K
adds remote monitoring and
across horizontal markets, the BenQ
The BenQ IFPs also boast new
touch-enabled displays permit
control of all displays, in addition
Group controls a highly efficient
cutting-edge technologies that
participants to stream content and
to administering instant equipment
value chain with the unrivaled
provide a healthier experience
collaborate. The IFPs also come
performance and providing status
ability to deliver critical components
for participants. For instance, the
equipped with a built-in Android™
alerts for IT staff, eliminating the
and world-class solutions in the
screen’s tempered glass is covered
operating system that’s packed
burden on resources and time
following industries: TFT-LCD,
with a bacteria-resistant, non-
with a suite of apps and games,
when displays are deployed across
green energy, fine chemicals and
toxic nano-ionic silver coating to
such as a WPS Office document
a network.
advanced materials, lighting, IC
help reduce the spread of germs.
reader, built-in web browser
The display is also enhanced
and an EZWrite instant digital
RP Series 4K Interactive Flat Panels,
system integration, branded
with BenQ’s exclusive Eye-Care
blackboard annotation tool and
please visit: business-display.benq.
business, and service. The Group
features, including anti-glare
media player app. Moreover, its
com/en-ap/findproduct/ifp.html
is committed to profitable and
glass to minimize light reflections
touch-enabled on-screen display
and improve readability, as well
menu is extremely user-friendly.
About BenQ Corporation
its long-standing vision of Bringing
as Low Blue Light and Flicker-
Compatible with Windows, Mac,
Founded on the corporate vision
Enjoyment ‘N’ Quality to Life.
Free technologies to help reduce
Linux and Chrome, without having
of “Bringing Enjoyment ‘N’ Quality
eye fatigue during long hours of
to install any software, each IFP
to Life”, BenQ Corporation is a
The BenQ Group companies
viewing. All BenQ IFPs sport a
is built to work seamlessly with
world-leading human technology
are: BenQ Corporation, AU
rounded-edge design that increases
a wide range of computing and
and solutions provider aiming to
Optronics Corporation (world’s top
ergonomic comfort.
mobile devices.
elevate and enrich every aspect
manufacturer of large-size TFT-LCD
of consumers’ lives. To realize this
panels), Qisda Corporation, Darfon
vision, the company focuses on the
Electronics Corporation, BenQ ESCO
Developed by BenQ, InstaQShare
Hassle-Free Setup and Management
aspects that matter most to people
Corp., BenQ Materials Corp., BenQ
is an app that can connect up to 16
In classrooms and meeting
today – lifestyle, business, healthcare
Guru Corp., BenQ Medical Center,
participants and provides seamless
rooms, the IFPs’ Near Field
and education – with the hope of
BenQ Medical Technology Corp.,
wireless streaming and mirroring
Communication (NFC) pen makes
providing people with the means to
BenQ AB DentCare Corp., Daxin
of all digital content from devices
setting up different colors and
live better, increase efficiency, feel
Materials Corp., Dazzo Technology
including smartphones, tablets and
sizes of text simple and quick.
healthier and enhance learning. Such
Corp., Darwin Precisions Corp.,
laptops, empowering contributors
The “BenQ Suggest” function
means include a delightful broad
Lextar Electronics Corp., LILY
to enrich their sessions with a
recommends useful apps and
portfolio of people-driven products
Medical Corp. and Raydium
variety of multimedia resources.
simplifies downloads, ensuring
and embedded technologies
Semiconductor Corp. n
Collaboration Tools
educationtechnologysolutions.com.au
070-078_ETS81 Product Showcase D.indd 75
To find out more about BenQ’s
design, precision components,
sustainable businesses that share
EDUCATION TECHNOLOGY SOLUTIONS | 75
21/11/17 4:59 pm
SHOWCASES
Epson EB-710Ui Versatile ultra-short throw laser display for classroom collaboration
Take classroom collaboration
technology, the EB-710Ui provides
to another level with the Epson
up to 20,000 hours of virtually
resolution (1920 x 1200) and
and microphone input; or, use
EB-710Ui laser ultra–short throw
maintenance-free operation.
16:10 format
external speakers, even in
projector. Designed for today’s
• Amazing Images – WUXGA
• Simultaneously Display and
Student – built-in 16 W speaker
Standby Mode
BYOD classroom, this projector
KEY FEATURES
Control Multiple Device Screens
1 Colour Brightness (Colour
displays 100" images at native
• 3 x Brighter Colours and
– wirelessly share content from
Light Output) in brightest mode,
WUXGA Full HD resolution. Offering
Reliable Performance1 – 3LCD,
up to four devices, including
measured by a third-party lab in
3x Higher Colour Brightness1
3-Chip Technology. Look for
Chromebooks, with Moderator
accordance with IDMS 15.4. Colour
than competitive models, Epson®
both high colour brightness and
software
Brightness will vary depending on
3LCD projectors ensure bright,
high white brightness
• Manage Your Display and Send
usage conditions. Top-selling 3LCD
• Break Through Laser Technology
Announcements Remotely –
projectors versus top-selling 1-chip
wireless functionality (module
– provides up to 20,000 hours
easy network connectivity;
DLP projectors based on PMA
sold separately) and advanced
of virtually maintenance free
software included
Research sales data for Dec. 2015
connectivity, so teachers can share
operation, with the added
content from multiple devices,
benefits of higher image
HDMI® supports multiple high-
contrast and instant ON/OFF
definition A/V devices, with
www.epson.com.au/products/
MHL® support
projector/EB-710Ui.asp
vivid images. It also features
including Chromebooks – up to four at once with Moderator software. Featuring breakthrough laser
76 | EDUCATION TECHNOLOGY SOLUTIONS
070-078_ETS81 Product Showcase D.indd 76
• Bright Images – 4,000 lumens colour/white brightness
• Versatile Connectivity – 3x
• Powerful Sound to Engage Every
through Nov. 2016. n
02 8899 3666
educationtechnologysolutions.com.au
21/11/17 4:59 pm
S50
Mobile iPad Charging Station
The iPad Charging Station is designed for education environments that organize large numbers of iPads and require support tools necessary for efficiency. They provide a practical, functional storage solution.
Holds up to 30 iPads
Sync & charge
simultaneously
AUSTRALIAN MADE MAKES AUSTRALIA
VIC (03) 9801 1044 / sales@mfb.com.au
070-078_ETS81 Product Showcase D.indd 77
NSW (02) 9749 1922 / sydney@mfb.com.au
www.mfb.com.au
21/11/17 4:59 pm
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