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WCELfest13 Resources

The majority of WCELfest2013 sessions have been recorded using Panopto and are linked below. The programme with session descriptions is still available for your convenience as a PDF download. Photos from the day are available on the WCEL Team's Flickr page.

Don't forget to use the archive links on the left to search for past WCELfest event recordings and resources.

Keynote

Dr John Hinchcliff - Balancing the humanum and the technos in Learning for our Future

Nola Campbell Memorial eLearning Award Winner

Garry Falloon - Meeting the challenge of change: Reflections from an online teacher

Presentations:

Sara Archard (UOW) - Increasing online presence
Aidan Bigham & Katie-Anne Knights (Wintec) - Engaging with Moodle. It can be done!
Stephen Bright (UOW) - Digital curation as an online student activity
John Buchanan (UOW) - Facebook as a supporting conversation in a large class setting
John Clayton (Wintec) - Digital Badges for Accreditation: Exploring the challenges
Maggie Harding (UOW) - Pastoral care with Panopto and other technologies
Janet Harris (UOW) - Creating iPad Resources for Math Students’ Learning
Geoff Lealand (UOW) - Blogging in the First Year
Rosina Merry (UOW) - Barriers to technology adoption
Jens Mueller (UOW) - Teaching with Facebook
Merilyn Taylor (UOW) - To lock or to loosen? Trialling ePortfolios in mathematics education.
Bevin Yeatman (UOW) - Dispersed agencies: ways of thinking

Keynote Address

Dr John Hinchcliff CNZM

Balancing the humanum and the technos in Learning for our Future
Session Time: 9:30am - 10:30am, S1.04
In an excellent keynote address, John examined how we should approach the future of learning and the pressures forcing change on the academy while finding a careful balance between our engagement with technology and engaging with the person.

Dr John Hinchcliffe Keynote

Listen to the audio podcast

View the photos of John's session on Flickr

The Nola Campbell Memorial Award for eLearning

2012 Recipient: Garry Falloon (Professional Studies in Education, UOW)

Meeting the challenge of change: Reflections from an online teacher

Session Time: 12:30pm - 12:50pm, S1.04
This short seminar will explore some of the potentials and challenges to e-Learning presented by changes to learner expectations, technology capabilities, and knowledge of learning, and detail one e-Teacher's response to these. It draws wider implications for e-Teachers generally, if they are to take full benefit of the expanding array of digital tools and evolve curriculum designs to optimise the learning experience of their students.

The Nola Campbell Memorial eLearning Award is part of the University Staff Awards and recognises and rewards innovation and excellence in eLearning.

Garry Falloon Nola Campbell Award Winner

View the photos of Garry's session on Flickr

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Presentations

Sara Archard (Professional Studies in Education, UOW)

Increasing online presence

Session Time: 11:00am - 11:35am, S1.02
This session presents the findings from a study that explores in what ways the pedagogical tools in an online teacher education programme can facilitate a sense of belonging and social presence. In particular it explores the individual contribution of pedagogical online tools in relation to this.

Sara Archard

View the photos of Sara's session on Flickr

Aidan Bigham & Katie-Anne Knights (Wintec)

Engaging with Moodle.  It can be done!

Session Time: 11:00am - 11:35am, S1.03
This presentation examines the development of two Moodle sites for use in a blended learning environment. Each Moodle site was designed independently yet both resulted in increased engagement levels.

Geology was redesigned and administered in 2012 as an inverted classroom, alternating between one week online (theory) and one week in class (learning activities).  Most of the students preferred this blended model compared to the classroom model, able to manage their time and new learning efficiently resulting in a success rate that was better to previous years.

Destination NZ was facilitated as an online unit where the students worked through Moodle while creating a website as the form of assessment. The students responded favourably in terms of their engagement with both the content and the assessment tools, the observed standard of their submitted work was higher and they showed a more thorough understanding of the subject than in previous years.

Aidan Bigham & Katie-Anne Knights

View the photos of Aidan and Katie-Anne's session on Flickr

Stephen Bright (WCEL Team, UOW)

Digital curation as an online student activity

Session Time: 11:45am - 12:20pm, S1.03
Digital curation is a relatively new concept for most lecturers and students. New Web 2.0 tools such as Scoop.it make this an engaging and useful activity for online papers where students curate and evaluate websites relevant to the topic of their paper.

Stephen Bright

View the photos of Stephen's session on Flickr

John Buchanan (WMS Management Systems, UOW)

Facebook as a supporting conversation in a large class setting

Session Time: 1:35pm - 2:10pm, S1.01
We have been exploring different types of conversations for learning in the context of a large compulsory first year paper. A closed Facebook group was set up and all students invited to participate. Participation was voluntary. We hoped the Facebook group would provide value to those students who chose to participate and would enhance the sense of community. This ‘intervention’ was experimental; we set it up and largely let it take its own course. We were mindful that prior research (including one of our Masters students) has found that some participants did not want to mix the informal social aspect of Facebook with more formal academic use. We report on the value to student learning of the Facebook group, including their reflective feedback, over two semesters.

John Buchanan

View the photos of John's session on Flickr

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John Clayton

Digital Badges for Accreditation: Exploring the challenges

Session Time: 2:20pm - 2:55pm, S1.03
In this modern, information rich, technology driven world individuals are constantly mastering new skills, knowledge and competencies. These skills, knowledge and competencies are acquired in formal and informal environments. This fragmentation of learning presents a unique challenge to vocational education organisations and industry training institutions. How do they accurately measure and acknowledge the learning that has occurred? Traditional methods of monitoring and recording performance, such as institutionally verified test scores, allocated grades, credits earned, and observations made, fail to acknowledge the learners informal acquisition of equivalent measures. Advocates argue digital badges and digital badge ecosystems will help clarify, validate and define the skills, knowledge and competencies learners have acquired. However, individual badges, in isolation, do not truly represent a learner’s progress, indicate a learner’s proficiency or acknowledge a learner’s achievement.

This presentation will address the key questions posed by the potential introduction of a badge system in vocational education and industry training. Firstly, how do individuals purposefully acquire, store, collate and display the outcomes of learning they have undertaken, secondly, how do formal and informal networks validate and describe the learning that has occurred, and finally, how does, industry, institutions and organisations recognise and reward the learning that has occurred.

John Clayton

View the photos of John's session on Flickr

Maggie Harding (Professional Studies in Education, UOW)

Pastoral care with Panopto and other technologies

Session Time: 11:45am - 12:20pm, S1.02
Developing and maintaining relationships with distance students in on-line programmes, and mentoring them effectively, is an integral part of their success.  Using technologies currently available has helped me to do this by way of regular podcasting, and maintaining face-to-face links through Skype when there is a question or an issue they are grappling with.

Student feedback indicates that regular podcasting, both of lectures and of regular newsletters has had a positive effect in breaking down feelings of isolation that many distance students experience.

Maggie Harding

View the photos of Maggie's session on Flickr

Janet Harris (Student Learning, UOW)

Creating iPad Resources for Math Students' Learning

Session Time: 1:35pm - 2:10pm, S1.03
Participants can share how they have adapted ‘apps’ to best suit their learners’ needs “How many times have you (as the teacher/tutor) thought: “I wish there was one perfect tool to get across the necessary information or way of presenting it to help students’ understanding and learning”?  

Well I discovered - there isn’t! So, as a Student Learning tutor, I decided to manipulate, adapt and adopt a number of iPad apps, blending and marrying the best that each app had to offer, underpinned by pedagogical thinking, to best suit the needs presented by our math students. Join me as I share my searching, tinkering and final production of a ‘small’ example of this blended marriage of apps! Bring along some of your ideas to share too!

View the photos of Janet's session on Flickr

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Geoff Lealand (Screen and Media Studies, UOW)

Blogging in the First Year

Session Time: 11:45am - 12:20pm, S1.01
As a major assessment task, 147 students in SMST102.12B Media Cultures were required to set up a blog about a current media issue by developing a research question/hypothesis, critiquing six research items (3 for the pro case; 3 for the con case), and then write their own meta-analysis or commentary.  As this was the first time this form of assessment has been used in this course, I will focus on what has been learnt in terms of the possibilities and limitations of the blog for teaching.

Geoff Lealand

View the photos of Geoff's session on Flickr

Rosina Merry (Professional Studies in Education, UOW)

Barriers to technology adoption

Session Time: 2:20pm - 2:55pm, S1.02
Current models of technology adoption fail to focus on the adoption of technology as a teaching tool by student teachers, which they can then integrate into their own teaching practice. An intended outcome of my PhD study is to develop the Teacher Education Adaption Model [TEAM], a theoretical model of the key factors that should be in place in teacher education programmes to ensure that graduate teachers have the confidence, knowledge, dispositions, and skills to use ICT as another tool in their teaching practice.

Rosina Merry

View the photos of Rosina's session on Flickr

Jens Mueller (WMS Corporate & Executive Education, UOW) & Greg Bold (BOP Polytechnic)

Teaching with Facebook

Session Time: 2:20pm - 2:55pm, S1.01
Teaching MBA students how to be innovative entrepreneurs challenges one to use an innovative pedagogy. Not being afraid of a challenge, @JensHMueller uses social media like Facebook and Twitter to connect with students, even running quizzes and tests with Facebook! Jens also draws on reality TV show Dragons' Den to create an authentic experience for students learning how to plan new ventures. If you're thinking about planning a new venture teaching with social media come and listen to Jens (without the dragons).

Jens Mueller

View the photos of Jen's session on Flickr

Merilyn Taylor (Maths, Science & Technology Education, UOW)

To lock or to loosen? Trialling ePortfolios in mathematics education.

Session Time: 1:35pm - 2:10pm, S1.02
This presentation reports on the study of a trial of ePortfolios as a way of supporting reflective thinking about the teaching of learning of mathematics.  

ePortfolios were employed as both a repository of assignment work and as a reflective tool to support teacher education students to articulate their thinking about the learning and teaching of mathematics. Findings indicate that for some students an ePortfolio can support the re-framing of what it means to be a teacher and a learner.

Merilyn Taylor

Click the image above to download Merilyn's presentation

View the photos of Merilyn's session on Flickr

Bevin Yeatman (Screen and Media Studies, UOW)

Dispersed agencies: ways of thinking

Session Time: 11:00am - 11:35am, S1.01
Over the last few years I have been exploring new expressive modes in my teaching practice including the utilisation of the audiovisual essay and the blog. I believe that these shape different ways of thinking.

Accompanying this I have utilised a theoretical attitude based on assemblage theory to help explain the fact that agency for both students and teacher implies a dispersal of forces that cohere together for a time to offer emergent possibilities for new ways of thinking.

Bevin Yeatman

View the photos of Bevin's session on Flickr

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