SOTEL

Melbourne CSHE Scholarship of Technology Enhanced Learning research network

@MelbCSHE SoTEL Showcase #3 2021

The third SoTEL Showcase in the 2021 series (1 October 12pm-2pm AEST) features four case studies of Technology Enhanced Learning from the University of Melbourne academic community:

This webinar is part of the Scholarship of Technology Enhanced Learning showcase series.

Presentation Recordings:

GAUNT, HEATHER; Hinkel, Rochus (2021): Presentation by Heather Gaunt and Rochus Hinkel. University of Melbourne. Media. https://doi.org/10.26188/16747624.v1

 

JOHNSON, CAROL (2021): Presentation by Carol Johnson. University of Melbourne. Media. https://doi.org/10.26188/16748005

 

GURRIN, LYLE (2021): Dr Lyle Gurrin, Professor of Biostatistics, Centre for Epidemiology and Biostatistics, Melbourne School of Population and Global Health. University of Melbourne. Media. https://doi.org/10.26188/16704964

 

HOWELL, KATE (2021): Presentation by Kate Howell. University of Melbourne. Media. https://doi.org/10.26188/16748134


SCHOLARSHIP OF TECHNOLOGY ENHANCED LEARNING (SOTEL) BOOT CAMP

SCHOLARSHIP OF TECHNOLOGY ENHANCED LEARNING (SOTEL) BOOT CAMP

The Scholarship of Technology Enhanced Learning (SoTEL) Boot Camp provides an introduction to establishing critical reflective TEL practice research and collaborating in an open TEL education research network. Concepts and example applications are outlined in a pre-reading guide, an introductory Webinar, and illustrated by a Webinar panel of expert practitioners. This was followed by a two-day online workshop where participants explored the design and sharing of research projects that integrate TEL into their courses for their students with a focus upon enabling student generated projects and collaboration using their own mobile devices.

Suitable for:

Anyone interested in exploring reflective TEL practice research.

Program schedule:

  1. Pre reading-guide
  2. Intro webinar (Monday 20 September, 12pm-1pm)
  3. Webinar panel of expert practitioners (Tuesday 21 September, 12pm-1pm)
  4. Interactive online workshop part 1 (Wednesday 22 September, 12pm-2pm)
  5. Interactive online workshop part 2 (Thursday 23 September, 12pm-2pm)

This Boot Camp is a part of the MCSHE Technology Enhanced Learning Boot Camp series.

https://events.unimelb.edu.au/melbourne-CSHE/event/9555-scholarship-of-technology-enhanced-learning-tel

Monday Webinar: 20th Sept 12pm-1pm

Cochrane, Thomas (2021): Introduction to the Scholarship Of Technology Enhanced Learning. University of Melbourne. Media. https://doi.org/10.26188/16684765.v1

Tuesday Panel: 21st Sept 12pm-1pm

Weds Workshop: Example SoTEL projects and papers: 22nd Sept 12-2pm

Thursday Workshop: 23rd Sept 12-2pm

 

Suggested readings:

Additional Reading


Examining mobile learning projects in ecology and environmental science

I’m Dr Elisa Bone – a Senior Lecturer in Higher Education at the Melbourne CSHE. I introduced myself on this blog back in April 2021. I have a background in zoology and marine ecology and a strong interest in facilitating collaborative, authentic place-based learning in the ecological sciences. Through the recent MGSE Researcher Development Scheme, I was successful in receiving seed funding to support my project ‘Evaluating the feasibility of collaborative mobile learning systems in environmental science’.

Universities are increasingly using mobile and digital technologies in teaching and the extent of these tools has accelerated owing to the COVID-19 pandemic. Mobile technologies have the potential to provide students with opportunities for flexible and collaborative learning and are increasingly attractive to field-based environmental science and ecology disciplines. In addition, they offer the potential for allowing student cohorts from disparate locations to share their data and field experiences. Whilst this potential is exciting, there is a need to first bring together coherent systematic data describing how mobile learning technologies are being used in these disciplines, and to identify factors that may lead to their feasibility and sustainability over the longer term.

This work is part of a broader project that seeks to develop a collaborative learning systems for ecology across several universities, utilising a mobile application YourShore – developed in collaboration with the FAIMS group – as a centrepiece.

This MGSE-funded project takes a step back to examine whether these systems are operating in an institutional and pedagogical context that is conducive to their success and sustainability. The project has four broad components:

(1) A rapid systematic review of the recent literature

In this project phase, we’ll compile recent literature describing the use of mobile learning in ecology and the environmental sciences and extract and collate descriptive data on the project context (institutional, curriculum, instructor) and measures of success. Given the rapidly evolving field, conference and workshop papers will be included alongside the peer-reviewed literature. A rapid review process (sensu Cochrane rapid reviews) will be followed, using the Covidence tool to facilitate screening.

(2) Analysis of institutional documents

Strategic and curriculum documents from each of three universities involved in the broader YourShore project – the University of Melbourne, Hong Kong University, and the University of Johannesburg – will be examined using content analysis to identify areas that align with the goals of mobile learning projects, including keywords such as collaboration, teamwork, communication and digital literacy. 

(3) A survey of instructor capacity and aptitude for mobile digital learning

The TPACK (technological, pedagogical and content knowledge) frameworkWe will survey instructors in ecology, environmental science and other field-based subjects at each institution to examine how they approach integrating mobile learning and collaborative digital tools into their curriculum. This survey will be based on the TPACK (Technology, Pedagogy and Content Knowledge) framework, which aims to bring together the diverse considerations required for building educational technologies that are suited to the pedagogical purpose and the disciplinary context.

 

 

(4) Student experiences with a pilot mobile application (2022)

We will use lessons learned from the first three project phases to inform the further development of YourShore and linked learning activities and trial these within a fourth-year course at Hong Kong University in mid-2022.

With my collaborator at HKU, Associate Professor Bayden Russell, we will build a shared database for recording YourShore data and learning activities that allow students to share field data and reflections, and evaluate the utility of this pilot system by surveying student experiences. A digital learning ecosystem has the potential to facilitate the development of several broader graduate attributes, within the context of exploring coastal and estuarine ecology and human impacts on these systems.

YourShore learning ecosystem

Further reading

Bone, E.K., Greenfield, R. Williams, G.A. & Russell, B.D. (2020). Creating a digital learning ecosystem to facilitate authentic place-based learning and international collaboration – a coastal case study. Concise paper: ASCILITE 2020 Conference Proceedings.

Burt, J.A., Killilea, M.E. & Ciprut, S. (2019). Coastal urbanization and environmental change: Opportunities for collaborative education across a global network university. Regional Studies in Marine Science 26: 100501. DOI: 33Thttps://doi.org/10.1016/j.rsma.2019.100501

O’Neil, J.M., Newton, R.J., Birney, L.B, Bone, E.K., Green, A.E., Merrick, B, Goodwin-Segal, T., Moore, G., Fraoli, A., & Dennison, W.C. (2020). Using urban harbors for experiential, environmental literacy: Case studies of New York and Chesapeake Bay. Regional Studies in Marine Science 33: 100886.  33Thttps://doi.org/10.1016/j.rsma.2019.100886


Incubation seed funding for Edtech innovations

Have an innovative idea on how technology can be used to improve teaching and learning at the University? Melbourne InnovatEd can help make your idea a reality.

InnovatED offers funding of up to $25,000 and access to our collaborative and entrepreneurial community of academic, professional and industry experts.

The InnovatEd incubation program is now looking for individuals or teams with a passion to explore new opportunities and ideas at the intersection of education and technology.

Applications are now open until 5:00pm, 30 September 2021

Melbourne InnovatEd is designed to incentivise, support and drive the creation and uptake of edtech innovations within the University. Funded by Chancellery and housed within the Melbourne Entrepreneurial Centre (FBE) InnovatEd is open to staff, students and alumni of the University. See some InnovatEd projects showcased here.


Altmetrics & Social Media: Amplifying research impact @MelbCSHE

Brief introduction on how to leverage Altmetrics and social media to amplify research impact

https://spark.adobe.com/page/VRK4xtarJVnLN/

My Page

Cochrane, T. (2020). Altmetrics and Social Media: Amplifying research impact. https://doi.org/10.6084/m9.figshare.13356608.v1 

Read more at:

Cochrane, T., Redmond, P., & Corrin, L. (2018, 20 July). Technology Enhanced Learning, Research Impact and Open Scholarship. Australasian Journal of Educational Technology, 34(3), i-viii. https://doi.org/https://doi.org/10.14742/ajet.4640 


The New Normal Webinar Episode 8 #TNN

Discussion with four university students exploring the impact of COVID-19

Friday 16 July 2021, 1pm AEST
Panellists: Associate Professor Thomas Cochrane, Dr Chris Deneen, Dr Siew Fang Law, Professor Brian Martin, Ms Catherine Manning

Abstract: This episode featured a discussion with four university students exploring the impact of COVID-19 on their learning experiences.

Citation: Martin, Brian; Deneen, Christopher; Law, Siew; Manning, Catherine; Cochrane, Thomas (2021): TheNewNormal Webinar Episode 8: The COVID-19 student experience. The University of Melbourne. Media. https://doi.org/10.26188/15001224


SoTEL Showcase #2

The second SoTEL Showcase featured four best case examples of Technology Enhanced Learning from the University of Melbourne academic community. Stream the individual presentations below.

Dr Hayley Bugeja, Faculty of Science. University of Melbourne. Media. https://doi.org/10.26188/15006708

Dr Robert Crawford, Faculty of Architecture, Building and Planning. University of Melbourne. Media. https://doi.org/10.26188/15006711

Dr Charles Sevigny, Faculty of Medicine, Dentistry and Health Sciences. University of Melbourne. Media. https://doi.org/10.26188/15006714 

Stephen Aiello, PhD candidate, Melbourne CSHE and Paramedicine Lecturer, Auckland University of Technology. University of Melbourne. Media. https://doi.org/10.26188/15006720 


Introducing @mmhinze, Manager eLearning/eTeaching, Faculty of Arts

Meredith Hinze is Manager eLearning/eTeaching at the University of Melbourne’s Faculty of Arts. Meredith specialises in learning design with technology, innovative pedagogies and the application of technology enhanced learning. She is passionate about empowering academic staff through providing professional development support. Her special interests include social media and digital communications and their application in teaching and learning, mobile technologies and digital equity. She has a background in teaching digital media and communications at both undergraduate and graduate level and over 15 years experience as an IT & Web Manager. She is currently researching into the professional identity and role of the learning designer/learning technologist.

Find out about the Arts eTeaching Unit

References

Narayan, V., Cochrane, T., Cowie, N., Hinze, M., Birt, J., Deneen, C., Goldacre, P., Ransom, L., Sinfield, D. & Worthington, T. (2020). A mobile ecology of resources for Covid-19 learning. ASCILITE 2020: ASCILITE’s first virtual conference, pp.171-175. ASCILITE. https://doi.org/10.14742/ascilite2020.0122

Altena, Sharon, Ng, RebeccaHinze, MeredithPoulsen, Simone, & Parrish, Dominique Rene (2019) ‘Many hats one heart’: A scoping review on the professional identity of learning designers. In Yi Wei S, ChewMun C, Kah, & Alphonso, A (Eds.) Personalised Learning. Diverse Goals. One Heart: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2019) Conference Proceedings. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Australia, pp. 359-364. https://eprints.qut.edu.au/197047/


Introducing @helensissons

Helen is a senior lecturer in journalism at Auckland University of Technology in New Zealand and co-director of the Toroa Centre for Communication Research based in School of Communication Studies. She is also on the editorial board of the Pacific Journal of Technology Enhanced Learning.

 

Helen has been researching the teaching of journalism since 2011 when the rise of social media was taking the practice in dramatic new directions and pedagogy needed to catch up.  Helen’s approach is a heutagogical one, encouraging students towards autonomy through authentic and experiential learning strategies such as e-portfolios, collaborative technology enhanced projects, reflective blogs and peer review.

Find out more about Helen Sissons


Introducing @mitchellkm learning designer and practitioner in blended and online learning and academic support

Kate Mitchell is a learning designer at the University of Melbourne, supporting staff to shift their practice and courses to blended and online learning delivery. She has been working in education in various contexts for two decades, including learning design, educational technology projects, secondary and vocational education teaching, and media production for education. Kate is an AITD Fellow, a founding member of the ASCILITE TELedvisors Special Interest Group and a member of the ePortfolios Australia organising committee. You can learn more about her work at her About Me page, her Digital Portfolio, or follow her on Twitter at @katevideo.


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