New ASCILITE blog post: Are we there yet: Making Curriculum Visible for Students
You are invited to read and comment on the latest post at ASCILITE's TELall blog. The topic of this week's blog comes from Assoc. Prof. Lisa (Curtin University) who looks at the issue of whether or not we are doing to increase the visibility of graduate capabilities, program learning outcomes and curriculum intent to students. For many students, the successful completion of a unit/course equates to a tick in the checklist required to receive their degree.
ASCILITE Live! Webinar: The Role of Data in the Provision of Feedback at Scale
Date & Time: Tuesday 11 April 2017, 12.00pm AEST. For your local time zone, please go here.
Abstract: Technology mediation allows to capture comprehensive data sets about interactions occurring in learning experiences. Although these data sets have the potential of increasing the insight on how learning occurs, their use strongly depends on two aspects: the data has to be properly situated in the learning design, and the insights derived need to be translated into actions. In this talk we will explore how to establish this connection for the case of the provision of feedback. We will approach the problem from the point of view of intelligence amplification, that is, how data can support instructors to provide better support to learners through feedback. The talk will discuss some preliminary results from the Ontasklearning.org project.
Presenter: Associate Professor Pardo specialises in technology enhanced learning with emphasis on learning and behavioral analytics, computer supported collaboratie learning, and personalization of learning experiences. He is the Vice President of the Society for Learning Analytics Research. In his (scarce) spare time, he maintains the blog T2T. Techies meet Teachers, which focuses on issues related to technology when used in learning experiences.
How to Register: You can register here for this webinar. After registering, you will receive an email with login details for the session.
AJET Special Issue on Learning Design Research: Extended Submissions Deadline
The deadline for the AJET Special issue "Learning Design Research: Mapping the terrain" has now been extended to 30 April 2017.
This special issue looks at Learning Design as an emerging field of education research and educational practice. Its purpose is to provide support and guidance to educators teaching in online learning environments.
We have purposefully kept the focus of the theme for this special issue broad. The intent is to continue the dialogue among educators and learning designers and break down traditional academic silos. Movements towards interdisciplinarity, design thinking, open designs and the acceptance of a reuse philosophy have been gaining greater legitimacy.
This special issue invites papers from a wide range of disciplines, including, but not limited to higher education, neuroscience, cognitive science, psychology, computer science, and business, exploring Learning Design research and practice from a range of theoretical and technological perspectives.
Interdisciplinary and discipline-based empirical studies utilising quantitative or qualitative approaches are welcome. Conceptual papers will be considered.
For further details, visit the AJET website here.
Transforming Assessment (e-Assessment SIG) News
The TA-SIG's next session explores "Dialogue+: Students learning about assessment in first year" and is schedule for 3 May 2017.
This is a joint webinar organised with the Assessment in Higher Education conference 2017 secretariat. The presenters are Dr Rebecca Westrup (University of East Anglia, UK) and Prof Sue Bloxham (University of Cumbria, UK).
This webinar will outline the Dialogue+ process and explore the experiences of students, lecturers and peer-mentors. Dialogue+ supports first year students’ participation with, and understanding of assessment and feedback processes at university through the promotion of dialogue with lecturers. The intervention uses an interactive coversheet (ICS) (Bloxham and Campbell, 2010) along with lecturer and peer mentor-assisted workshops and peer mentoring.
You will find further information, times and registration details here.
A Recording is now available from the session "Virtual Field Trips to Enhance Employability Skills in Hospitality" held 5 April 2017. This webinar was presented by Assoc. Prof. Anoop Patiar (Griffith University, Australia), Pierre Benckendorff (University of Queensland) and Kayleen Wood (Griffith University).
The session explored how virtual field trips can be used to enhance the employability skills of students in the hospitality sector. The session looked at at the technology and outcomes from the OLT funded project "Enhancing Student Employability Skills Through Virtual Field Trips in the Hospitality Industry".
You can view and download resources for this session here.
PhD Scholarship Opportunity, Deakin University
A PhD Scholarship opportunity has arisen with the Centre for Research in Assessment and Digital Learning, Portfolio of the Deputy Vice-Chancellor, Deakin University. The student will be based at Deakin University's Melbourne City Centre and will work with researchers in the centre on the topic of ‘Assessment in higher education’.
You will find full details here.
Position Available: Postdoctoral Research Fellow (Learning Analytics), UQ
- Position Title: Postdoctoral Research Fellow (Learning Analytics)
- Organisational Unit: School of Mechanical & Mining Engineering, UQ
- Type of Employment: Full-time, Fixed term for 2 years
- Classification: Research Focussed Academic Level A
The primary purpose of this role is to pursue research, and in particular produce publications, relevant to the discipline of engineering education, in the Centre for eLearning Innovations and Partnerships in Science and Engineering (eLIPSE), a unit which conducts research towards understanding the role that technology plays in supporting student learning and engagement.
eLIPSE has a growing portfolio of highly innovative eLearning tools that have emerged over the past 6 years of flipping the classroom in Science and Engineering. These tools capitalise on the capture of student’s digital traces which can be deployed to enhance student learning, particularly in very large classes that employ technology enhanced active learning. A key aspect of this position will be to assist the eLIPSE Leadership Team to ensure that a high standard of research underpins the direction of the design and evaluation of this “ecosystem” of digital learning support tools.
Key duties include (i) undertaking independent and collaborative research on quality projects in the area of engineering education, and (ii) actively disseminating research findings through publication in high-quality peer-reviewed journals and through presentation at relevant peer-reviewed conferences.
Full information about this position is available at UQ Jobs. Applications close on 26 April 2017.
Job Vacancy: Learning Technologies Developer, University of Notre Dame
Salary: $64,716 per annum (Plus 12% Superannuation and 17.5% Leave Loading).
The University of Notre Dame is seeking a Learning Technologies Developer to work with the academic community to support the development of digital literacy, enabling staff to use different forms of media and technology to create high quality blended and online learning experiences for students.
The successful applicant will have a proven capacity to provide effective educational design support for different disciplines, modes of delivery and learning situations; and will work with academic staff to design, develop and evaluate curriculum, assessment and learning resources for both face to face, blended and online learning environments.
- Vibrant campus in the heart of historic Fremantle
- Close to public transport
- Staff fitness program
- Professional Development opportunities
About the University
The University of Notre Dame Australia is a Catholic university with campuses in Fremantle, Broome and Sydney. The Objects of the University are the provision of university education within a context of Catholic faith and values and the provision of an excellent standard of teaching, scholarship and research, training for the professions and the pastoral care of its students.
The University seeks to foster in all staff and students an appreciation of the richness and relevance of the Catholic Intellectual Tradition and the obligation to serve the wider community in their chosen disciplines and in their daily lives. To be considered for this role, applications should address the selection criteria as listed in the position application pack.
How to Apply
Applications close 9.00am Wednesday 12 April 2017.