Australasian Society for Computers in Learning in Tertiary Education


Reminder: ASCILITE Spring into Excellence Research School is Filling Fast

There are still a few places open for the Inaugural Spring into Excellence Research School, scheduled for 26 – 28 September 2017 at the University of Wollongong so if you are interested, you will find full details and a registration form here.   Expressions of interest are due by 14 July 2017 and successful applicants will be provided with registration payment details at that time.

The aim of the Research School is to:

  1. Provide support and guidance to participants in developing and progressing Technology Enhanced Learning (TEL) research initiatives.
  2. Assist participants to identify and plan a contemporary TEL research project.
  3. Enable opportunities for participants to link with like-minded collaborators from other universities and potentially to establish viable cross-institutional research collaborations.
  4. Guide participants in developing a grant application or research plan for a TEL research project. This would include both projects that have already been conceptualized as well as new projects that have not yet been conceived.

AJET Volume 33, No 2 (2017) Now Published

We are pleased to advise that the latest issue of the Australasian Journal of Educational Technology for 2017 has been published. The editorial for AJET Issue 33(2) 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; Assoc Prof Paul Gruba, Dr Jason M Lodge, Associate Professor Lina Markauskaite, Dr Stephen Marshall and Associate Professor Petrea Redmond.

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, Assoc.Prof.Eva Heinrich and Dr Chwee Beng Lee
Lead Editors, Australasian Journal of Educational Technology

Webinar: Responsible Learning Analytics: A Tentative Proposal

Date and Time: Wednesday 21 June at 4pm AEST.  You will find your local time zone for the session here.

Abstract: Implied in learning analytics as research focus and field of praxis, is the notion of “responsible learning analytics” – though it is certainly not a dominant theme. An overview of the social imaginary pertaining to learning analytics points to a range of topics, such as the huge potential in the collection, analysis and use of student data and emerging evidence of its use in a range of higher education contexts.

In the noisy scholarly, public and increasingly commercial spheres of claims and counter claims pertaining to a range of applications for learning analytics, there are also voices emphasising that we should not forget that learning analytics is about students and their learning. Often to the frustration of venture capitalist/commercial vendors of learning analytics software and systems, there are also scholars who ask uncomfortable questions such as the scope of student privacy and the need to move towards student-centred learning analytics. The range of ethical considerations in the collection, analysis and use of student data and increasingly, the moral fiduciary obligation arising from our collection and analysis of student data – are often uncomfortable reminders of unchartered fields of scholarly reflection and empirical research.

An etymology of the word ‘responsible’ points not only to the need to be answerable and accountable, but also to being response-able and the obligation to act. In this presentation, I propose that an answerable but also a response-able approach to learning analytics cut across the whole spectrum of the collection, analysis and use of student data. The fiduciary duty of higher education and the asymmetrical power relationships between higher education and students serve as basis for my exploration of accountability and response-ability in learning analytics. I will engage with a selection of issues in the collection, analysis and use of student data such as our beliefs regarding data and evidence; data quality, scope, and governance; student participation and the ethics of (not) knowing before concluding with a tentative proposal.

Presenter: Paul Prinsloo is a Research Professor in Open and Distance Learning (ODL) in the College of Economic and Management Sciences, University of South Africa (Unisa). His academic background includes fields as diverse as theology, art history, business management, online learning, and religious studies. Paul is an established researcher and has published numerous articles in the fields of teaching and learning, student success in distance education contexts, learning analytics, and curriculum development. His current research focuses on the collection, analysis and use of student data in learning analytics, graduate supervision and digital identity.

Paul was born curious and in trouble. Nothing has changed since then. His blog is here and his Twitter alias is @14prinsp

Registration: You may register for this session here (registration is closed for this webinar).  LA-SIG sessions are open to members and non-members.

ASCILITE Live! Webinar: SRES: Empowering teachers to collect, analyse and act on meaningful data to engage students at scale

Date and Time: Wednesday 28 June 2017, 12:00pm (AEST). You will find your local time zone for the session here.

Abstract: The Student Relationship Engagement System (SRES) was developed at the University of Sydney to help academics personalise engagement with large student cohorts. Academics consistently report that positive feedback from students “shows how helpful the SRES is in allowing us to give the kind of personalised attention to students that time wouldn’t otherwise allow”. From marking attendance, analysing grades, collecting live feedback, and providing easy ways to personalise bulk feedback to students via emails and web portals, the SRES gives academics access to data that are meaningful in their contexts and helps them to create personalised learning environments with targeted feedback and support.

This unique and inherently practical application of learning analytics is currently used across 20 departments in over 100 units and reaches over 22,000 students at the University of Sydney. It has been credited with increasing student engagement, improving retention rates, and enhancing students’ learning outcomes. The SRES is also being piloted at the University of Melbourne and University of New South Wales. The project won the ASCILITE Innovation Award 2016.

In this webinar, find out more about how real academics have used the SRES to personalise learning and support for their students, get some hands-on time with the SRES, and hear about how you could pilot it at your institution.

Check out a 2-minute video introduction to the SRES:

Presenters: The SRES team at the University of Sydney includes a mix of academics and professional staff, all with an interest in using data to improve the student experience.

Dr Danny Liu is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A national teaching award winner, he focuses on wrangling technology to improve learning and teaching by working at the confluence of educational technology, student engagement, learning analytics, and professional development and leadership.

Professor Adam Bridgeman is Director of Educational Innovation at the University of Sydney and has received institutional and national awards for teaching and is an Australian National Teaching Fellow. He aims to invigorate and change learning and teaching culture through a focus on blended, collaborative, and interactive learning designs.

Kevin Samnick is an Educational Designer with a background in secondary STEM teaching, pharmaceutical research, and biology.  He is an advocate for education, learning, technology, and ensuring students and teachers are our first priority in higher education.

Ruth Weeks is an Educational Design Manager with a background in teaching English as a foreign language and academic writing. She is passionate about teaching with technology and the future of digital education.

Registration: You can register for this webinar here.  Login details for the session will be emailed to you.  ASCILITE webinars are currently open to members and non-members.

Transforming Assessment (e-Assessment SIG) Webinar: Changing feedback, AHE 2017 Panel Review

Date and Time: 5 July 2017, 7am UTC.  You will find your local time zone for the session here.

Abstract: This one hour panel style session chaired by Prof SallyJordan (Open university, UK) will feature selected speakers from the Assessment in Higher Education conference (28 – 29 June 2017).

Presenters: The panel presenters and their topics are:

  • Liz Austen, Cathy Malone (Sheffield Hallam University, UK) ‘Exploring student perceptions of effective feedback’
  • Catherine Robinson and Judy Cohen (University of Kent, UK) ‘Exploring the effects of radical change to assessment and feedback processes: Applying Team-based learning in a social science module’
  • Carole Sutton, Jane Collings, and Joanne Sellick (Plymouth University, UK) ‘Models of Examination Feedback’

Registration: For further information and to register please go here.

Recording Available

A recording of the previous webinar MapMyProgramme: Developing the holistic student assessment experience, held on 7 June 2017 is now available for viewing. This session explored the use of the ‘Map my programme’ tool as a means of developing more holistic assessment across a program. The tool promotes team engagement, reflection on curriculum design, and displays graphical real-time, assessment modalities, weighting and submission dates for each module within a programme. The session was presented by Dr Mark Kerrigan (Anglia Ruskin University, UK).

Reminder: New Student Bursary Award is Open for Applications

ASCILITE is now accepting applications for the two new Student Bursary awards in the amount of $1,000 each.. To qualify, you must be a full-time PhD/EdD or equivalent student. Applications are due by 15 August 2017.

Full details and registration forms are available here.


Job Vacancy: Learning Designer, Otago Polytechnic New Zealand

  • Learning and Teaching Development Team
  • Fixed term – 12 months

Otago Polytechnic is seeking an experienced Learning Designer who is keen to work collaboratively with teaching staff, subject matter experts and other OP staff to design and develop blended and online learning opportunities for diverse learning contexts. These learning opportunities will enhance student achievement, build their capability and enable them to realise their potential.

Are you inspired to make a difference and be an integral part of the innovative Learning and Teaching Development Team? The ideal candidate will hold a Bachelor’s degree in the area of, but not limited to, education, curriculum and instruction, distributed learning or educational technology. It is desirable that you will have significant demonstrated experience in curriculum design, developing instructional design plans, learning outcomes, learning activities and assessments. Knowledge and experience of using current technology and tools within online and blended learning environments to develop and integrate interactive learning approaches is significant to this role.

You will be operating in a high performing and self-leading team, which manages work collectively and has a strong culture of self-responsibility and service quality. As part of this team you need to be a highly motivated, independent self-starter who is a good communicator, able to use effective consultation skills and have a flexible, proactive, problem solving approach. Sound technical writing and editing skills are also required.

If you want to be part of a value-driven, learner-focused institution, if you thrive in an environment that balances independence with team culture, if you like to be challenged and work at the forefront of educational development, and if you have a positive and enthusiastic attitude – we would like to meet you!

The contract is over a 12 month period and we would look at different options over the fixed term period of contractor, full-time or part-time.

For specific information please email Ray O’Brien or call Ray on 0800 762 786.

Applications close 5pm, Monday 26 June 2017 and full details are available here.

Job Vacancy: Manager, Adaptive Learning & Teaching Services, Charles Sturt University

  • Applications Close: 05-JUL-2017 11:59:59pm
  • Vacancy Position: #626044
  • Description: Full Time, Continuing
  • Level 9 – $107,572 to $113719 p.a. (Plus 17% Super)
  • Campus can be negotiated on Appointment

Adaptive Learning and Teaching is the application of learning analytics and learning technologies to support data-informed learning design and teaching, personalised student support and personalised learning experiences. The Manager, Adaptive Learning and Teaching Services will lead the development of CSU’s Adaptive Learning and Teaching capability, including a) technologies and systems, b) policies and strategies, and c) organisational engagement and skills, as a key contributor to the strategic differentiation of learning and teaching at CSU.

This exciting, strategic position, continuing on CSU’s success in the area of learning analytics, is located within, and will work closely with other members of the Learning Technologies Unit to enable the development and implementation of Adaptive Learning and Teaching technologies, as an educational service, that a) align with the broader Learning Technology Framework, b) are integrated with other CSU learning technologies and data systems and c) are embedded in an effective support network for academic leaders, teaching staff and students. The Manager, Adaptive Learning and Teaching Services will also work in partnership with a range of stakeholders across the University – including the faculties, the Division of Information Technology, the Office of Strategic Planning and Information – and externally, to deliver the necessary learning analytics infrastructure, support and organisational practices for enhancing learning and teaching.

Applicants are expected to apply online and address the selection criteria listed in the position description available here and here.

  • Reports to the Director, Learning Technologies
  • Contact Phone: 02 6365 7501
  • Contact Name: Associate Professor Philip Uys
  • Contact Email:
Institutional Members