Australasian Society for Computers in Learning in Tertiary Education

TA SIG webinar: Gen AI in Assessment: 2024: Deepfakes and Synthetic Media

Date: Wednesday 5 June
Time: 5:00 pm – 6:00 pm (AEST)
Information and registration here

Presenters: Mike Perkins (British University Vietnam, Vietnam) and Jasper Roe (James Cook University Singapore, Singapore)

In this session we describe the current literature on deepfakes and synthetic media, explaining how advances in these areas of Gen AI are set to pose important risks to educational assessment practices in the near future, as well as possible mitigation strategies.

LD SIG webinar: Pioneering Partnerships: Integrating Indigenous Insights and Digital Critical Learning in Australian Higher Education

Date: Friday 17 May 2024
Time: 12:00 pm -1:00 pm (AEST)  
Register here

Join us for a transformative exploration of cutting-edge student partnership models in Australian education. This webinar will commence with an in-depth look at the Digital Critical Student Partnership Learning Design (LD) model drawing upon (Dianati 2023; 2024), a framework that fosters meaningful collaboration between students and educators through digital platforms. In doing so, it provides an audit and benchmark of student partnerships and LD across 39 universities to offer insight into best practices and current uptake Following this, we will delve into an Australian-first initiative: an Indigenous student partnership program tailored specifically to learning design. This pioneering program not only integrates traditional Indigenous knowledge systems into contemporary curricula but also enhances digital and e-learning pedagogies through culturally inclusive practices. Discover how these innovative models are reshaping educational experiences and outcomes across the country.

OEP SIG Community event: Peer Review? How does it work in open textbook publishing?

Date: Tuesday May 14 2024
Time: 1:00 pm – 2:00 pm (AEST)
Agenda & notes hereThe peer review process is an expected part of academic publishing, and the decision to apply it to open textbooks can be challenging. Identifying peer reviewers, managing the review timelines, addressing issues, and even marking texts as ‘peer-reviewed’ can significantly add to workload, and documentation.

In a recent Community Meeting, a number of members expressed interest in a facilitated discussion to share peer review practices. We’ll host this discussion as part of the usual May meeting (details below). Read more here

Read the latest National and International news from the OEP SIG here.

LA SIG webinar: What is the relationship between motivation and behaviour change?

Date:   Thursday May 30th 2024
Time: 1:00pm – 2:00pm (AEST)
Register here

In this webinar Dr Hazel Jones will be joined by special guests Dr Filia Garivaldis and Dr Kavya Raj, both from BehaviourWorks Australia and Monash Sustainable Development Institute. They will discuss the COM-B model of behaviour which is the core of the Behaviour Change Wheel (Michie et al, 2011) and ways in which it can be used to address a range of teaching and learning challenges. Participants will be invited to consider the relationship of this model to motivation and how they might utilise this approach in their own context. The webinar will conclude with an open discussion around how to diagnose behaviour, according to the COM-B method, using learning analytics.

TELedivsors SIG announce 2 part Third Space Symposium – Navigating the Third Space: working well in tertiary education

The term Third Space describes people working across and between the boundaries of traditional academic and professional roles in higher education.

People who work in the Third Space might identify as ‘ed-advisors’: learning designers, educational technologists, academic developers and many other people in roles with similar titles. Other people in the Third Space include workers in tertiary education who are developing the academic and language skills of students, research assistants and technicians, library staff and a wide array of other workers straddling these worlds.

Navigating the Third Space aims to shine a light on the valuable contributions that Third Space practitioners make, examine the ways that we work together and consolidate practical actions to raise our impact and working conditions in tertiary education.

Part 1: Global Third Space Slowposium, Friday 15th to Sat 30th November 2024 – Online
Part 2: Third Space Symposium, Sunday 1st December 2024 – University of Melbourne, Australia

More details are available here.

Join the Third Space mailing list here.

Upcoming TELAS Reviewer Certification workshops (online)

The Technology Enhanced Learning Accreditation Standards (TELAS) are a set of internationally benchmarked standards designed to assess the quality of online learning, particularly in relation to the tertiary sector. They provide institutions with the means to assess and evaluate the affordances of their online learning environments and thereby guide quality enhancements. For more information about TELAS visit our website.

Our workshop supports your knowledge of the standards and is the first step to being an accredited TELAS reviewer. No matter what your role is at your institution you will find these workshops informative and interactive.

Two separate workshops.
Workshop 1 – Online (in Zoom) June 6 and 7 (10am – 1.30pm)
Workshop 2 – Online (in Zoom) August 1 and 2 (10am – 1.30pm)

For fees and registration, go here.

Any questions feel free to email TELAS Admin.

New Zealand TELAS update

At the conference in December we began discussions with our New Zealand colleagues about how the TELAS framework aligns with higher education providers in New Zealand. We are now continuing discussions and look forward to going to Wellington and Auckland at the end of the month. We would like to thank Graeme Severinsen for hosting an internal session at the Te Rito Maioha Early Childhood New Zealand office and Steve Leichtweis for hosting a session at The University of Auckland for both AU and AUT staff.

We currently have availability to meet and chat with anyone who is in Wellington on Monday 27th May.

If you wish to attend the AU and AUT session and have not received internal communication, please don’t hesitate to reach out.

We will also be visiting institutions on the south island later in the year. Watch this space.

Please email Chris Campbell or Elaine Huber for more information or to attend a session.

Interested in how NOT to get published in AJET (or any other educational technology journal)?

The Lead Editors of AJET have recently published an editorial entitled “A step-by-step guide on how NOT to get published in a high-impact educational technology journal” with lots of good advice for authors considering submitting their work to an educational technology journal. If you’re considering submitting something to AJET (or any other EdTech journal, but preferably AJET ????) it’s worth checking out this editorial, which includes an outline of the main mistakes authors make when submitting their work. This is a handy guide to help you avoid these same mistakes in your submission. With submissions to many EdTech journals at an all-time high, it’s worth making sure your article is in the best condition possible to get it through the first editorial review stage and into peer review.

Call for Contributors: Contextualising Horizon 2024

ASCILITE’s Contextualising Horizon Initiative invites expressions of interest for co-authors. Section co-authors are responsible for writing a two-page analysis of one of the STEEP (Social, Technological, Economic, Environmental, and Political) trends or a two-page analysis of one of the educational technology and practice trends. All writing is to take place between June and August 2024. Authors will be attributed with both a byline on their section and in the list of contributors in the authorship section of the report.

Prospective co-authors should complete the report author EOI. The form provides a detail listing of this year’s STEEP and technology and practice trends and asks for a brief statement of qualifications in the areas elected.

Contextualising Horizon Seeks Educational Technology and Practice Exemplars

Contextualising Horizon seeks nomination for exemplars of the 2024 educational technology and practice trends. Exemplars illustrate the application of these technologies and practices across the sector. To nominate yourself or a colleague, complete the Exemplars Nomination Form. We also encourage you to distribute the call for exemplars throughout your networks.
The following are this year’s trends:

  • Academic Integrity/Assurance of Learning: Academic Integrity/Assurance of Learning: Strategies for ensuring ethical use of technology in educational settings for both staff and students.
  • Diversification of Topics in AI: The spectrum of topics emerging in relation to AI, including acknowledging AI’s persistence; generative AI literacy; ethics, privacy, and policy lags; and AI’s revitalization of educational technologies
  • Enhanced Oral Assessments and Vivas: Practices and models to efficiently scale, harvest data, and assess oral assessments.
  • Technology-Enhanced Work-Integrated Learning: Applying both educational and industry-specific technologies to facilitate WIL.
  • Changing Nature of Flexible/Hybrid Delivery: Building capacity and literacy of staff around the evolving learning continuum.

To nominate a colleague or to lodge a self-nomination, complete the online nomination form. You will be expected to provide contact details as well as a brief overview (approximately 350 words) of the nominated case study and to provide contact information. The URL(s) for a project website, publication, or other artifact are also welcome. The deadline to nominate is 21 June 2024.

About the Project: Contextualising Horizon aims to identify the educational technologies and practices likely to impact the Australasian tertiary sector. The Contextualising Horizon Report brings together analysis of the trends impacting tertiary education and insights and exemplars of the significant educational technologies and practices. More information and report including exemplars from previous years are available on the ASCILITE’s Contextualising Horizon page.

Institutional Members