WCELfest15 Keynote Address
Dr Helen Barrett ~ Know Thyself: ePortfolios and Reflective Stories of Deep Learning
Dr. Helen Barrett address a variety of ePortfolio learning strategies to help students reflect on their learning from three perspectives: planning/goal-setting (future), capturing learning as it is happening (present) and metacognition/ reflecting on change over time (past). Drawing on various models of reflection, Dr. Barrett will bridge theory with practical examples to support lifelong learning strategies of self-monitoring, self-awareness and self-management. Strategies will include reflective journals (blogs), digital storytelling, and using a variety of mobile apps to capture evidence of learning.
See the Keynote companion website for supporting material.
Nola Campbell Memorial eLearning Award Winner
Dr Ryan Ko - Teaching Technology to Digital Natives : Blood, Sweat and Tears
This talk is a conversation about the challenges, strategies and satisfaction of engaging and motivating students who are digital natives. The speaker will share experiences from surviving the teaching of dry subjects in Computer Science and motivating millennials towards a lifelong learning.
Ako Aotearoa Sponsored Workshop
Julia Bruce-Mayne ~ Engaging Challenging Learners in Online Spaces
Engaging Challenging Learners is a workshop that brings educators together to discuss the challenges they experience in their learning environments and to share and develop strategies to support students in these circumstances. The Living Consensus Framework is used to guide the development of a collection of strategies that work together to develop positive learning environment that supports the development of transferrable learning skills.
Library & WCEL Team Members ~ Video @Waikato
Jess Howie and Mel Chivers - General Collection, University Library
Stephen Harlow - WCEL Team
Using eTV Video in your papers:
Judith Hall, Theresa Reilly, Anne Ferrier-Watson and Sash Nixon - Information Services, University Library
Stephen Harlow - WCEL Team
Stephen Bright - WCEL Team
Jo Barnes ~ A moving online story with very few tears or Help comes just in time
This is the story of my Moodle experience in developing the online paper and the importance of collaborating with a friendly, enthusiastic e-learning expert to help me when things on Moodle don’t work out the way I thought they would.
Elaine Bliss ~ Digital Storytelling: exploring emotional and cognitive learning in an interdisciplinary context
Digital storytelling is a flexible and workshopped methodology for teaching and research that captures cognitive and emotional knowledge. In this presentation I report on some preliminary findings of a systematic inquiry into the teaching and learning development of students in an interdisciplinary course at the University of Waikato, ‘Digital Storytelling in the Arts and Social Sciences’ (FASS301).
Stephen Bright ~ ePortfolios - how easy to use are they?
How easy are eportfolios to use? How can ease of use be measured? The SUS (System Usability Scale) can provide and quick easy way of assessing software ease of use.
Lynne Bye ~ Experience of using e-Portfolios in the Bachelor of Pharmacy programme
This presentation would cover; how FMHS came about selecting the Chalk & Wire e-portfolio platform, how the School of Pharmacy at UoA has developed and implemented the use of e-portfolio in two papers in the Bachelor of Pharmacy during 2013 and 2014 and key learning and reflections on the use of e-portfolio from students and staff.
Alison Campbell ~ Adobe Connect for tutorials
Alison will detail her experiences in using the web conferencing system Adobe Connect to run tutorials where some students are at a distance and are synchronously connected to her face-to-face tutorials. These have been popular and increased access for students. She will also describe her plans to develop and enhance this for 2015.
Heidi Crawford ~ What online activities do students actually engage with and why?
Creating online learning activities that not only engage students with the content of courses, but also extend and facilitate their learning can be difficult. Some educators keep with the “same old thing” because it is tried and tested. Other educators attempt exciting and outside the box activities in an attempt to create learning environments.
Ursula Edgington ~ Developing students’ writing through on-line peer-review
Teaching in a virtual classroom present additional challenges and dynamics. Inexperienced students need to be provided with comprehensive advice about how to give and receive constructive, sensitive feedback, so that the task can be carried out diplomatically and positive outcomes can be achieved for everyone. In this discussion, I would like to share my own experiences of scaffolding an online peer-review process that aims to enhance students’ writing skills and learn about others’ experiences.
Presentation not available.
Richard Edwards & Sara Archard ~ Using e-portfolios in an initial teacher education course: reflecting on experience
A chance conversation on our use of e-portfolios in two quite distinct undergraduate initial teacher education papers identified a number of interesting similarities and differences that we thought were worth exploring further. We did this through a collaborative semi-structured interview in which we both reflected on our experience using a small set of agreed key questions. Our discussion generated a number of useful ideas for working more effectively with e-portfolio tools with our students.
Garry Falloon & Nilesh Kanji ~ Breaking down the walls with Adobe Connect
This across-faculty presentation explores the use of Adobe Connect in post graduate university and secondary school STAR courses. It illustrates how the system was used for teaching purposes to support secondary students’ learning in computer programming, and for collaborative project-based feedback and assessment at university postgraduate level. It describes and illustrates why Adobe Connect was adopted, its compatibility with course goals, the effect using it had on student learning, implications for staff involved, and student feedback.
Presentation not yet available
Diane Forbes ~ Peer Review of Online Teaching: A global mentoring scheme
Peer review is usually something academics associate with papers written for refereed journals. But what of the ‘papers’ (classes) we teach online? That is, having developed an online class, how do you know your instructional design is effective? Did your experimentation pay off? Is your assessment fair, valid, and reliable? This presentation will discuss a partnership between the universities of York and Waikato, focusing on peer mentoring for online teachers. Recent experiences of reciprocal review and mentoring of Moodle papers will be related, and participants will be advised of how to opt into peer review of online teaching.
Dilani Gedera ~ Learner engagement in e-learning activities
This presentation is based on a study that examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The presentation includes some of the research findings and a discussion on how the educational technologies and other factors affect students’ engagement in online learning contexts.
Craig Hight & Rob Torrens ~ Software literacy within tertiary education: findings from a 2-year project
Our research team has explored the notion of ‘software literacy’ within two disciplines at the University of Waikato (Media Studies and Engineering) and how this form of literacy develops and impacts on the teaching, learning and student experience within these disciplines. This presentation outlines our approach (derived from software studies, a recognition of formal/informal learning and an interrogation of assumptions around ‘digital natives’) and summarises our key findings over the two years of the project.
Lynda Johnston ~ Travel Blogging in the Classroom: Screen Performances of Places, People and Perspectives
In this presentation I will discuss some of the pedagogical implications of travel blogging for students in a 300 level tourism studies paper. Students are encouraged to be creative and to weave scholarly knowledges with blogging writing styles. Travel blogging has fostered a recent resurgence in journaling of travel adventures and self-publication. In a travel blog assignment, students take the persona of a tourism theorist and create a blog about their ‘fictitious’ visit to Hamilton. Students who successfully complete the travel blog are able to: develop skills in blog production; think critically about tourism knowledges; and, reflect on the screen performances of places, people and perspectives.
Jonathan Scott, Craig Gilliver, Elaine Khoo & Mira Peter ~ Easy Over: A 3-week mid-semester trial flipping a practical paper
`Flipping the classroom’ means replacing the standard lecture with additional hands-on learning — tutorials or labs. We are preparing short, focused videos covering the same material previously delivered as lectures, to become assigned take-home viewing. We plan to flip a period of 3 weeks in a first-year paper that is already intensely practical and handson. A previous move to online tutorials (“eTutorials”) resulted in better learning and the students appreciated the flexibility. Will the same happen with “eLectures”? This presentation will describe our plan and the process undertaken to develop flip videos in the context of an electronics course. We will share some examples of our videos and describe the experience. We may speculate on the outcome.