Workshop

Morning Sessions (9am-12pm)

Workshop 1:

Changing identities: exploring and describing the shifting landscape of Digital Education roles.

David White

It is crucial that we develop meaningful and ‘authentic’ career paths as Digital Education adapts to becoming a mainstay of our institutions. Using the CMALT framework as a guide we will explore and map our roles and how they interrelate. This is a chance to share how we are perceived within our institutions and what factors best support us to enhance practice and develop a strategy. Participants will gain insight from each other’s experiences and develop strategies to influence the direction of travel of their own careers and the ‘geography’ of career pathways at their institution.

Location: Camerata Room at University of Canterbury Arts Centre

Workshop 3:

Learning Analytics and Learning Design: Mapping the connection

Linda Corrin, Deakin University, Nancy Law and Minghui Chen, The University of Hong Kong

Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection between LD and LA in educational environments.

Location: UC Arts Centre Makerspace

Afternoon Sessions (1-4pm)

Workshop 2:

Making learning matter: insights from behavioural science

Filia Garivaldis, Monash University

What does it mean to make learning EASY, ATTRACTIVE, SOCIAL and TIMELY, and what does this look like?

This workshop will demonstrate that producing necessary and engaging content to learn is only one of many possible ways to teach. Our key objective is to collaboratively explore, with expert educators, ways in which behavioural science can be applied to improve teaching and learning.

Bringing together experts across different disciplines (education and behavioural science), the workshop will share insights between pedagogy and research, and explore solutions within the education community.  The workshop will generate practical solutions grounded in seminal behavior change theory, which can be readily applied to improve educational practice.

Location: Camerata Room at University of Canterbury Arts Centre

Workshop 5:

Exploring Otautahi’s cultural narrative through the lens of Tangata Whenuatanga

Te Hurinui Karaka-Clarke, University of Canterbury

Tangata Whenuatanga is an educational competency for New Zealand educators that explores place-based, socio-cultural awareness and knowledge. As a way for participants to engage with this concept, we will offer a Christchurch narrative cultural tour. The Christchurch narrative cultural tour was initiated post the earthquake rebuild, mana whenua were consulted as part of the rebuild team to incorporate local Māori histories into the architecture and tapestry of the city.

Participants will view Māori artworks and iconography. This will be led by Māori colleagues from the Faculty of Education at the University of Canterbury. A mobile app will connect the physical to the virtual and provide insights into how this could connect with digital pedagogy.

Location: Meet at Te Pae Convention Centre Ground Floor Foyer

Workshop 6:

Improving assessment in the era of artificial intelligence.

Edward Palmer, University of Adelaide

Generative AI has had a profound influence on teaching and learning from both a students’ and staff perspective. It is unclear how students are engaging with AI in creating submissions for assessment tasks, potentially impacting their learning. It is also unclear how educators are modifying their assessment design and how this may be impacting the learning outcomes of their cohorts. University systems run at a slow pace meaning that policies, courses and program changes are not able to engage at the rate staff need in order to respond to this new technology. Staff have been left to deal with the use of AI in assessment tasks, often with little guidance or sufficient digital skills to make relevant changes or modifications.

This workshop will focus on the role of Artificial Intelligence (AI) and assessment. Participants will be given structured activities to understand and develop tasks that provide learning for students without being compromised by artificial intelligence. They will apply their learning in the workshop to an assessment they are using or plan to use.

Location: UC Arts Centre Makerspace