AJET Issue Vol 33 (4) 2017 Now Published
We are pleased to advise a new issue of the Australasian Journal of Educational Technology for 2017 has been published. The editorial for the issue and the articles it contains are available from the AJET website.
As always, we thank the wonderful team of associate editors who facilitate the reviews and author revisions. The associate editors are Associate Professor Shirley Agostinho, Dr Thomas Donald Cochrane, Dr Helen Farley, Associate Professor Paul Gruba, Dr Chwee Beng Lee, Dr Jason M Lodge, Associate Professor Lina Markauskaite and Dr Stephen Marshall. We also welcome the addition of Professor Judi Harris (William and Mary School of Education USA), Dr Michael Phillips (Monash University, Australia) and Dr Linda Corrin (University of Melbourne, Australia) who have joined the Associate Editor team.
We are also very pleased to announce that AJET Associate Editor Petrea Redmond (University of Southern Queensland) has agreed to step into the Lead Editor role subsequent to Dr Chwee Beng Lee’s departure who will continue as an Associate Editor.
We would also like to acknowledge the authors for their contributions to AJET and for the support we received from them in preparing papers for this issue.
Assoc. Prof. Michael Henderson and Assoc. Prof. Eva Heinrich
Lead Editors, Australasian Journal of Educational Technology
Reminder: 2017 ASCILITE Awards Now Open for Nominations
This is a reminder that ASCILITE is now accepting nominations in three award categories for the 2017 awards. The three categories are:
- Innovation Award
- Life Member Award
- Fellow Award
Nominations close on Monday 2 October 2017 and you will find award criteria and nomination forms here.
Transforming Assessment (e-Assessment SIG) Webinar: Student Self-assessment: rationale and practice
Date and Time: 4 October 2017, 7am UTC. You will find your local time zone for the session here.
Abstract:This session will explore findings from four years of research into student’s self-assessment against criteria in courses using an online marking system at the UNSW Business School. The webinar covers the purpose of student self-assessment, observations on student self-assessment accuracy and student attitudes and practices. Approaches improve student self-assessment accuracy is also covered in light of the systemic embedding of self-assessment practice at the UNSW Business School.
Presenter: Danny Carroll (University of New South Wales, Australia)
Registration: For further information and to register please go here.
A video recording of the My Course Map webinar, held on 30 August 2017 is now available for viewing. This session explored the MyCourseMap online course mapping tool and its role in making complex curriculum more transparent to both students and staff. The session was presented by A/Prof Lisa Tee (Curtin University, Australia).
Latest TELall Blog Post: How well has TEL contributed to contemporary tertiary education?
In this latest post, Adjunct Associate Professor Rob Phillips, (Murdoch University) reflects on an abstract for a keynote presentation submitted for the ASCILITE conference in 1995. This abstract, and its accompanying keynote address, looked forward to 21st century learning needs and highlighted the need to engage students in their learning journey. It also focused on pedagogy – the design of the learning environment. In his post, Prof Phillips asks readers “What, if anything, has changed over the last 22 years?”
You’ll find this thoughtful post on the TELall blog here. You can also subscribe or leave a comment!
Impact of Digital Futures on Learning in Higher Education
Higher education in Australia continues to change in all sorts of ways that impact on how learning and teaching is experienced and supported in our institutions. We would like to understand more about these changes, particularly the role that technology plays in this context.
We are inviting participants to be interviewed for a research project on the changing roles of educational development staff in universities, ‘Impact of Digital Futures on Learning in Higher Education’ (UniSA Ethics Approval Number 200306). This study aims to find out about the experiences of our colleagues working in educational development (e.g., academic development, academic language and learning, educational designers).
This study seeks to answer the following questions:
- How has the higher education learning environment changed, particularly in the last decade?
- What role has technology played in shaping educational development?
- What might educational development look like in 10 years?
If you are in an educational development role, you are invited to participate in a telephone, Skype or in-person interview of 30-60 minutes. A pre-interview questionnaire will be provided to gather initial information and help us understand your situation.
Please email Cally Guerin if you are willing for our project manager to contact you to make a mutually convenient arrangement for the interview.
Rowena Harper, Project Leader
Project Team: Claire Aitchison, Negin Mirriahi, Cally Guerin
New publications from the ALT (UK) Blog and Research in Learning Technology
- Geographical Information Systems in the classroom – Digimap for Schools http://go.alt.ac.uk/2vuToxv
- Video games in higher education: using video games to develop graduate attributes http://go.alt.ac.uk/2gN5TSP
- Playful Learning: the eLearning@ed Conference 2017 http://go.alt.ac.uk/2gN26oO
- Development of an institutional framework to guide transitions into enhanced blended learning in higher education http://go.alt.ac.uk/2vsUxJm
- Can teaching excellence be promoted through the development of digital capabilities? http://go.alt.ac.uk/2spNAng
- Supporting law students’ skills development online – a strategy to improve skills and reduce student stress? http://go.alt.ac.uk/2vsjvbM
- Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners http://go.alt.ac.uk/2eTy4iw
Job Vacancy: Senior Learning Designers / Learning Designers, UTS
- Postgraduate Learning Design Group – Deputy Vice Chancellor (Education & Students)
- REF: IRC99369
UTS has a strongly practice-focused, experiential learning and teaching framework called ‘learning.futures’ which has enabled UTS to rethink the experience of all our students in every faculty. As part of this framework, the postgraduate futures initiative is now reinventing the experience of postgraduate-by-coursework learners at UTS. In a 21st century University of technology, postgraduate students engage in flexible and strongly digitally supported learning, designed for their needs.
We are now seeking to appoint specialist learning designers to provide leadership and support for teaching staff in developing and integrating digital learning strategies and resources into students’ learning experiences. You will design and create a range of technology enhanced learning interventions for a portfolio of programs and support delivery within time, quality and budget. You will also provide expert advice to colleagues and other partners to develop online learning strategies that support the UTS aim of enabling students to experience a seamless blend of online learning and face-to-face learning experiences in new on-campus spaces.
For more information and to apply click here.
For enquiries please call the Recruitment team on 02 9514 1080 or email email@example.com
Job Vacancies: Learning Futures at Griffith University
Learning Futures plays a key role in achieving Griffith University’s learning and teaching vision, under the guidance of the Deputy Vice Chancellor (Academic). The centre provides leadership across the University community in forwarding an integrated institutional learning and teaching agenda that transforms the Griffith student experience and reaffirms Griffith as a University of influence. Learning Futures is seeking to build its strategic capability and expand its leadership by appointing a Deputy Director (Curriculum and Teaching Transformation) and a Deputy Director (Learning Transformation).
Deputy Director (Curriculum and Teaching Transformation)
As part of the centre’s Executive team and reporting to the Director, the Deputy Director (Curriculum and Teaching Transformation) will enhance Griffith’s learning futures by developing and driving a coordinated strategy across the University for advancing innovative pedagogies and teaching practices. The role will lead strategies that advance the implementation of impactful degree programs exemplifying active, student-centred and digitally-enabled learning and assessment, and professional learning and development which encourages and recognises excellence and innovation in teaching and learning.
Further information can be found at www.griffith.edu.au/future-staff reference number 106347.
Job Vacancy: Deputy Director (Learning Transformation)
The Deputy Director (Learning Transformation) will work as a member of the centre’s Executive team and will enhance Griffith’s learning futures by developing and driving a coordinated strategy across the University for advancing the responsiveness and personalisation of student learning. The role will lead the development, deployment and evaluation of innovative, evidence-informed and sustainable digital solutions (e.g., staff and student facing analytics, adaptive feedback to students, predictive and real-time student success systems) for facilitating student’s learning and persistence.
Further information can be found at www.griffith.edu.au/future-staff reference number 106346.
Call for Chapters: Enhancing the Role of ICT in Doctoral Research Processes
The Center for Academic Development, Victoria University of Wellington invites submissions for Enhancing the Role of ICT in Doctoral Research Processes to be published in mid 2018. The deadline for submissions is 30 September 2017 and full chapters will be due 30 January 2018.
Information communication technologies (ICT) have long been important in supporting doctoral study. But while ICTs are prominent in educational practices at all levels, we know little about the skills/understandings that underlie their effective use in academic settings. Knowledge of supervisors’ and students’ conceptions about ICT use will provide insights into how conceptions may facilitate or inhibit effective degree completion and supervision processes; and the foundations for action to address barriers to effective use, including developing resources for students and supervisors.
The purpose of the book is to explore doctoral supervisors’ and students’ conceptions of the role and place of ICT skills in supervision and doctoral study. It will identify the variety of ways that supervisors and students perceive the role played by ICT within the doctoral research processes. This will then lead to developing guidelines that inform the research literature, policy, practice and staff/student professional development related to enhancing ICT skills within doctoral study processes.