WCELfest14 Keynote Address
Dr Wayne Mackintosh
Dr Mackintosh will discuss the role of Openness in education including the benefits that Open Educational Resources (OER) can bring for academics and learners alike; the new OER university, an innovative partnership of institutions who are creating pathways for OERu learners to gain academic credit through the formal education system; how OER allows different learning opportunities to emerge in HE; and why Openness is an important consideration as we engage with the future and our next 50 years. Read more...
University Futures Panel
Facilitator: Professor Roger Moltzen,
Dr Wayne Mackintosh, Professor Ian H. Witten and Dr Alison Campbell
In 2013 our Vice Chancellor developed a paper on Universities of the Future to explore future scenarios and begin discussion on such things as MOOCs, blended learning, flipped classrooms and the impact of new technologies on teaching and learning. Read more...
2013 Recipient: Sara Archard (Professional Studies in Education, UOW)
The Nola Campbell Memorial eLearning Award is part of the University Staff Awards and recognises and rewards innovation and excellence in eLearning.
Sara Archard is a lecturer in the Department of Professional studies in the Faculty of Education at The University of Waikato. She currently coordinates and teaches in a Graduate Diploma of Teaching - Early Childhood which is a distance programme. Her key research interests lie in the humanising of eLearning environments and the development of relationships within the online community.
Simon Archard (Professional Studies in Education, UOW)
Increasing online presence
This presentation shares the journey of a teaching team as they plan for and introduce a Prezi format assignment in an undergraduate paper for early childhood teachers in training. It explores the motivations and intentions of the team to use an electronic poster to provide another way for organising and sharing information. The presentation reflects on the effectiveness of the assignment and Prezi format and the collaborations and challenges along the way. Finally it seeks to share some anecdotal thoughts and experiences of the teaching team in using this digital format and consider what possibilities of using it may lie in the future.
Simon is a lecturer in the Department of Professional Studies. He lectures in Undergraduate and Graduate Diploma Programmes in early childhood education and has undertaken research on how ICT supports children's inquiry learning and supports democratic teaching and learning in early childhood education.
Katherine Brown (Student Learning, CeTTL, UOW)
'Just in time' - Digital self-access resources for students [WORKSHOP]
The facilitators of this session have two purposes: The first is to raise awareness of the new web-based academic literacy learning resources developed by Student Learning. The second purpose is to get feed-in and suggestions from participants as to what further tools would benefit their students, and how the tools as provided could be improved to enhance the student experience at this University. *Bring your laptop or tablet to access the resources during the session.
Katherine is eLearning Coordinator for the Student Learning and has been working on a series of electronic resources to help students with aspects of their academic and digital literacy.
Alison Campbell (Biological Sciences, UOW)
Active by design: a flipping experience
Participants will gain experience of being participants in a flipped classroom. They will need to prepare in advance by completing a brief ‘homework’ exercise and will then work together to solve a problem. A brief pecha kucha will sum up the session.
Alison has taught biological sciences at Waikato for the last 16 years. She writes a blog on teaching (talkingteaching.wordpress.com) and won a Tertiary Teaching Excellence Award (TTEA) in 2010.
Ross Dewstow (Capability Development, Wintec)
Turnitin- helping save time and educate students’ referencing
Turnitin is used in many tertiary institutions around the world as an anti-plagiarism tool to detect when students have copied from other sources. At Wintec, we are using it as a learning tool to help students correctly reference their work in assignments. Staff are finding that they are able to better manage their marking and save time using Turnitin as well as making it easier for students to submit and receive their marked assignments.
Ross Dewstow is a Capability Development Advisor at Wintec assisting staff with their teaching and learning using technology.
Kerry Earl (Professional Studies in Education, UOW)
Increasing our options for assignments in fully online courses
Kerry Earl presents a small case study of student perceptions of four short text (800 words or less) assignment formats. Data was gathered by survey in a 12 week fully online undergraduate/300 level course. The survey used a mixture of rating (on a 5 point Likert scale) and short answer questions. Students were asked to rate the degree they ‘liked’, ‘learned from’ and found ‘useful’ each assignment. They also provided comments on what they perceived as positive, negative or interesting about each assignment. The four assignments (a self evaluation, magazine article, report and an animation) were rated highly by these students. Students reported enjoying the assignment work for its variety and the opportunity to be creative, and that they experienced further learning through the process. This study highlights the experiential nature of assessment for students suggesting that teachers (and institutions) take note when targeting assessment for improvements in manageability.
Kerry Earl is a senior lecturer in the Faculty of Education, at the University of Waikato, teaching both face-to-face and fully online courses on a variety of aspects of professional teaching practice. Her background is primary teaching and her research focuses on innovative practices and changes in teachers’ work in the areas of digital technologies and assessment.
Dianne Forbes (Professional Studies in Education, UOW)
Invigorating Online Discussion
Online discussion is the heart and soul of the online class, offering opportunities for tutorials, human connections, learning collaborations, critique, feedback and construction of new understandings. Yet discussions can be dry, impersonal and stilted, and it can be tough to entice students to engage fully and deeply in a discussion forum. This session offers practical ideas to support learning through online discussion, including innovative activities, and evidence-based insights. The presentation will briefly touch upon student and staff perspectives, approaches to the assessment of online discussion, and principles for moderating online discussion. Those attending should come prepared to share ideas for invigorating online discussion across a range of disciplines.
A former primary school teacher and associate principal, Dianne is a teacher educator with a passion for learning and teaching online. With interests in innovative pedagogy and blended elearning, Dr Forbes' recent research has focused upon student perspectives, via student-generated podcasting, and a study of the dynamics of online discussion from participants' perspectives. She has recently presented in the UK and Australia on these topics.
Dilani Gedera (TEMS Education Research Centre, UOW)
Engaging learners with e-learning activities
This presentation is based on my research project that aims to develop an understanding of students’ engagement with learning activities that are facilitated by educational technologies. In particular, my study examines the affordances and constraints of the university Learning Management System (Moodle) and Adobe Connect Virtual Classroom that facilitate synchronous and asynchronous learning activities as well as other factors that affect students’ engagement in a university course. The presentation includes some of the research findings and a brief discussion on how the educational technologies facilitate students’ engagement in one of my case studies.
Dilani Gedera is currently working on her doctorate at the University of Waikato and her research focuses on learner engagement in e-learning activities. Dilani worked as a lecturer at INTI International University in Malaysia for nine years, and prior to that two years at the University of Kelaniya in Sri-Lanka. Her research interests include: E-learning, educational technologies, learner engagement, online learning communities and Activity Theory.
Glyndwr Jones (Strategy & HR Management, UOW)
Applying ‘Blended’ Learning to a ‘core’ BMS paper
The presentation reflects the experiences of taking an ‘’anytime, anywhere’ ‘approach to teaching a core’ BMS paper using a ‘blend’ of Face-to Face (FTF) and Mobile Technology (MT) with both small and large classes.
Glyndwr Jones is a Senior Lecturer in Strategy & Human Resource Management. His research interests include Human resources, Organisational behaviour and Team development.
Nilesh Kanji (Computer Science, UOW)
My Journey from a teaching luddite to an eLearning practitioner
Come and share my journey from an educator that didn’t use any eLearning techniques to an eLearning practitioner who is always looking for new ways eLearning techniques can enhance student learning.
I will show how I use eLearning techniques extensively in online and on-campus papers to enhance student learning and keep student engagement. I will demonstrate how existing tools like Moodle, can be used to help make even mundane tasks easier for staff and students alike.
Nilesh is a Senior Tutor in the Computer Science Department and have been teaching since 1996. Wen he started teaching there were almost no eLearning facilities and resources, which is very different from the wealth of eLearning resources currently available to educators. Nilesh says he has the best job in the world because he loves Computer Science and enjoys tremendously teaching and inspiring students.
Elaine Khoo, Craig Hight, Bronwen Cowie and Rob Torrens
(Wilf Malcolm Institute of Education (WMIER), Screen & Media Studies & Engineering, UOW)
Software literacy as part of pedagogy: How does PowerPoint shape what you do and does it matter?
Our workshop has two purposes:
1) Introduce our research project, based on the notion of software literacy. Software literacy is vital for understanding the ways software informs and shapes the teaching and learning of disciplinary specific knowledge. In this workshop, we firstly share the findings from the initial phase of the project, which uses PowerPoint as a reference point for understanding formal and informal software learning.
2) An interactive workshop in which we prompt participants to consider the ways in which they employ PPT in the design of learning encounters. How do you use PPT in designing lecture sessions? What assumptions do you make about how students learn in PPT based lectures? What are some of the principles in the best use of presentation software such as PPT? And most crucially; how does PPT shape the ways in which your disciplinary knowledge is communicated?
(Note: Workshop participants will be offered the opportunity to sign up to trial and then provide commentary about the project findings.)
Dr Elaine Khoo is a research fellow at the Wilf Malcolm Institute of Educational Research (WMIER), University of Waikato with research interests in ICT based learning environments, online learning pedagogies with a particular interest in online learning communities, participatory learning cultures and collaborative research contexts.
Dr Craig Hight is an Associate Professor in Screen and Media Studies at the University of Waikato. His current research focuses on the relationships between digital media technologies and documentary practice, especially the variety of factors shaping online documentary cultures.
Professor Bronwen Cowie is Director of the Wilf Malcolm Institute of Educational Research (WMIER), University of Waikato with research interests in assessment for learning, ICT in science education and classroom interactions.
Dr Rob Torrens - Dr Rob Torrens is a lecturer in the School of Engineering, with research interests in engineering education, particularly the transition from high school to university and the first-year experience.
John Lockley (Maths, Science & Technology Education, UOW)
From knowledge gathering to meaning making: The place of reflection in the online learning environment
Students coming to the tertiary online (or face to face) learning environment have through their experiences at school or work related learning developed a view of what learning success is. In many cases this is exhibited through questions such as “But what do YOU want to see in this essay?” In the tertiary learning environment the role of reflection is critical to move learners from knowledge gatherers to meaning makers. This session presents a model of teaching and student learning and how in the online environment reflection can be used to shift students from knowledge gatherers to meaning makers.
John Lockley is a lecturer in the Faculty of Education, University of Waikato who teaches Design and Technology Education for initial Primary and Secondary teacher education students. John teaches face to face on the Hamilton and Tauranga campuses as well as online nationally and internationally. John's current research projects are based around initial teacher education and the development of Education for Sustainability in secondary schools.
David Nichols and Ian Witten (Computer Science, UOW)
The inside story of Waikato's MOOC
Dr David Nichols and Professor Ian Witten will describe their experiences in creating and running the University's first MOOC: Data Mining with Weka. They will cover the software platform, content creation, publicity, student engagement and evaluation.
David Nichols is a senior lecturer in Department of Computer Science at the University of Waikato, New Zealand. His research interests include digital libraries, usability and information science. He co-authored (with Ian Witten and David Bainbridge) the textbook How to Build a Digital Library (2010, Second Edition) and is a member of the research group that develops Greenstone, a suite of software for building and distributing digital library collections.
Ian H. Witten is Professor of Computer Science at the University of Waikato in New Zealand. His research interests include language learning, information retrieval, and machine learning. He has published widely, including several books, such as Managing Gigabytes (1999), Web Dragons (2007), and How to Build a Digital Library (2009), and Data Mining (2011). He is a Fellow of the ACM and of the Royal Society of New Zealand.
Amy Opperman (School of Hospitality, Wintec)
The Connected Educator
I have a Facebook page for my students to use and engage, sharing and posting about the course requirements. This page has been SET MAPPED and I have also created a presentation to share with the school to provide feedback on its use within my teaching. Taken from Set Map student comment "Yes I like her Facebook page as we all know what is happening and she uploads photos of our learning”. This a PREZI presentation with great reviews, it was recommended to me to apply here to present it. Another initiative I have used this year is, I have linked in Andrew McLain (Chaplain) to my Facebook page, I have had Shem Murray student advisor come in and speak to my students. Course material is given to my students in a blended form with recap given via Moodle Facebook, blogs you tube and hand-outs; this contextualised information is relevant to their given subject. I believe keeping up with technology helps Wintec provide a service that is paving the way for our future students.
Amy Opperman is an academic staff member teaching level 3 cookery, at the school of International tourism hospitality and events at Wintec.
Linda Peters (Biological Sciences, UOW)
Kicking and Screaming into the 21st century
Attending a University course has traditionally required attending the bricks and mortar of a campus. But today the options are expanding. So what would a student expect for an online lecture course? Since arriving at the University of Waikato, Dr Peters has implemented changes in the online format for a science-based paper, expanding on the available e-learning tools such as pearl trees, quizzes and movies. The progress to date will be demonstrated followed by an open discussion on current and future strategies to further improve student engagement. In addition, the aim of the workshop is to discuss how to introduce new e-learning tools but at the same time manage academic staff time pressures of conducting research in the laboratory and leading a teaching programme
Linda is a Senior Lecturer in Molecular Biology at the University of Waikato (2011-present). She currently has teaching responsibilities for four courses including a third year undergraduate online lecture course. In addition, she supervises graduate students who are conducting biomedical research in her laboratory.
Anne Robertson and Gail Abbitt (Waikato Diocesan School for Girls)
Blended Learning in the Secondary School
A glimpse into what Secondary School teachers are doing in the classroom to blend technologies with excellent pedagogy to enhance the learning and achievement of students. Practical examples from a range of subject areas and an opportunity for discussion. Is what we do in Secondary school supported and continued as students move onto tertiary education? Are the primary values of the NZ Curriculum developed into the tertiary arena?
Anne Robertson is a Blended Learning Facilitator and Language Teacher at Waikato Diocesan School for Girls and a Core Education eFellow 2014.
Gail Abbitt is a Specialist Classroom Teacher at Waikato Diocesan School for Girls.
Jonathan Scott (Engineering, UOW)
Moving to online tutorials
Starting in 2013 and expanding in 2014 we replaced traditional tutorials with Threshold-Concept-inspired online tutorials, allowing self-regulated learning and boosting engagement. Our unique twist worked well and is a stepping stone towards flipped classrooms and MOOCs. We include a cost analysis.
Jonathan Scott has been professor of electronics in the School of Engineering for the last 8 years. His educational research interests include Threshold Concepts and Self-Regulated Learning.