Workshop

Afternoon Session (1-4pm)

Workshop 2: Making learning matter: insights from behavioural science

Workshop 4: The Behaviour Change Wheel: Encouraging academic staff engagement with learning analytics

Workshop 5: Exploring Otautahi’s cultural narrative through the lens of Tangata Whenuatanga (Walking tour)

Workshop 6: Improving assessment in the era of artificial intelligence

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.

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.

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.

Workshop 4:

The Behaviour Change Wheel: Encouraging academic staff engagement with learning analytics 

Hazel Jones, Griffith University

The Behaviour Change Wheel (BCW) provides an innovative approach that can be adapted and adopted in a range of educational settings. This workshop will walk participants through the BCW, allowing them to consider the capabilities, opportunities and motivations of staff to engage with learning analytics and enable them to begin to develop an adoption plan for their unique circumstance

Using hands-on activities participants will work in small and full group discussions to explore how they might use the BCW in their contexts. You will leave with ideas and strategies for how you can support and encourage learning analytics adoption in your institution/school and a network of like-minded colleagues with whom you can continue the conversations and research with in the future.

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.

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.

Workshop 7:

Simulations for meaningful positive change

Lee Martin, & Dylan Wray, High Resolves Learning 

Drawing on the High Resolves participatory learning experience this workshop will demonstrate their interactive and immersive ‘peak experience’ learning program.  The program is aimed at demystifying the university experience for high school students, particularly those from low socio-economic backgrounds, to help them see tertiary education as an achievable and realistic option.

Using a blended learning approach participants will engage in a simulation around a collective action problem. You will gain insights into High Resolve’s process of learning engineering and human-centred design, which has grown out of graduate work by co-founder Mehrdad Baghai and incorporates seminal thinking about what makes for a just society and good education from scholars in philosophy, behavioural economics, social psychology, and beyond.

The workshop  is intended for everyone who is interested in how on-campus experiences can be used to motivate and inspire young people to make a positive difference in their lives and the lives of those around them.

Workshop 8:

Hacktive learning design workshop: redesign your course for a post-pandemic world

Kate Mitchell, Dr Kashmira Dave, UNE & Associate Professor Leanne Ngo, LaTrobe, & Dr Keith Heggart, UTS

During 2023, the ASCILITE Learning Design Special Interest Group (LD SIG) has facilitated monthly webinars and additional events under the banner ‘LDHACK’, for the purpose of collaboratively workshopping solutions to learning design problems. This final ‘hackathon’ style intensive workshop is the culmination of these events, providing space for participants to discuss and redesign a unit/course of their choice within a supportive group. Participants who missed this opportunity are encouraged to join and will be sent links to preparation resources and activities. Participants will use relevant learning design and design thinking tools and frameworks to better align their unit/course to post-pandemic active, engaging digital learning. They will gain support and feedback from peers acting as critical friends through the process.