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WCELfest16 Resources

WCELfest2016 was held upstairs in S Block on the Hamilton campus on Thursday 11th February 2016. The programme with full session descriptions is available for your convenience as a PDF download. Recordings are provided below with photos posted on the WCEL Team's Flickr page.

Keynote Information:

Professor Terry Anderson ~ Engagement and quality in blended and flipped classrooms

Professor Anderson will discuss the relationships between learning theories, technology and pedagogical approaches, exploring what these mean for academics today. Blended, flipped and social learning can challenge our perceptions of teaching but it need not be so.  How do we match technology to our teaching approaches and vice versa. How can we ensure our students have great outcomes, relevant for the digital age, without creating more work for ourselves.  We are excited to have such a key figure in online and open learning able to keynote WCELfest.

Terry Anderson Keynote


WCELfest16 New Visions for New Learning Panel

WCELfest16 will conclude with a panel of senior staff discussing New Visions for New Learning. Facilitated by Dr Tracy Bowell (Pro Vice-Chancellor Teaching and Learning), the panel of ​Associate Professor Wayne Rumbles (Dean of Law) and Professor Brendan Hokowhitu (Dean of SMPD) and Professor Chad Hewitt (Dean of FSEN) will expand on their visions and expectations for learning and teaching in their Faculties, and across the University as a whole.

New Visions Panel


SessionS:

Lucy Campbell, Claire Guthrie, Chelsea Blickem, Katherine Gilliver-Brown, Dean Ballinger and Marcia Johnson (The University of Waikato) ~ The Integrity Games: making Academic Integrity personal

There is a growing imperative within NZ universities (as with all western universities) to find more effective and accessible ways of providing for the students' understanding of academic integrity. To this end, the team at Student Learning, with the support of the Academic Integrity Working Group, have developed a distinctive approach (via Moodle) called "The Integrity Games". The concept involves visual stories and the metaphor of 'being in a game' that invites participants to reflect on the integrity decisions that the characters make, and how these apply to their own Integrity Games, that is, to their own study journeys. This initiative is still in its prototype form, as we work through the introductory pilot phase to get student and staff feedback.

Campbell, Guthrie et al


CeTTL Team Members (The University of Waikato) ~ New Tools for a New Year

Knowing what is available and useful among the plethora of online tools available for teaching and learning can be difficult. This session will look at some of  the lesser known tools we think might be useful for supporting formal and informal learning as well as increasing learner engagement.

CeTTL Team


Mel Chivers and Jessica Howie (The University of Waikato) ~ Metrics and Altmetrics - What are they?

The current standard measurement of author impact is the h-index, which is based on an author's most cited papers and the number of citations they have received from other articles. Traditional citation counts come from databases like Web of Science and Scopus, but there are many new ways of tracking research impacts. These are known as altmetrics. Alternative measurements are available from, for instance, ResearchGate, Academia.edu, Mendeley or Google Scholar, and now journal publishers like Wiley (Kudos). We will attempt to demystify all this!

Mel Chivers and Jess Howie


Richard Cook (Bethlehem Tertiary Institute) ~ Ten ways to use online live-classrooms

Virtual classrooms and other forms of web conferencing, concocted in the realm of technological wizardry, allow for live engagement with students in a class from anywhere in the world - and for this to be recorded for later viewing. Students report that these magical connections through cyberspace reduce the sense of distance and increase a sense of presence. Many people comment spontaneously that counsellor education is something that should be done face to face. This presentation will demonstrate how an online live classroom can be utilised to not just develop students’ skills, but simultaneously to engage them in reflective practice and critique - all in real time.

Richard Cook


Richard Edwards (The University of Waikato) ~Using e-portfolios: what you think is what you get

E-portfolios are increasing in popularity in education. However, the way they are used varies significantly from being a simple digital repository to supporting more complex learning activities, largely as a result of the diversity of ways people think about them. This session explores some important theoretical ideas relating to the use of an e-portfolio with a view to seeing the implications for their effective use. The ideas discussed reflect the presenter's thinking but hopefully will stimulate participants to consider how their own views affect their use of e-portfolios.

Richard Edwards


Dilani Gedera (Otago Polytechnic) ~ Pedagogically sound design for blended learning courses: A case from Otago Polytechnic

Technology enabled learning can create flexible and collaborative learning opportunities for students. However, successful learning depends on pedagogically sound course designs, activities, and assessments. In light of this, Otago Polytechnic is currently involved in redesigning and redeveloping its programmes and courses under an institutional initiative called Designing for Learner Success (D4LS). The aim of this project is to improve overall success rates for the learners, to increase learner satisfaction with their learning experiences, to better integrate development of learner capability within programmes, and to make programme delivery more sustainable in the long run.

This presentation will focus on the pedagogy behind the redesigned Moodle course design and high-quality learner-centred activities developed by the OP online team. This session also outlines the support and upskilling processes that are in place for the facilitators when delivering these redesigned and redeveloped courses.

Kristina Hoeppner


Kristina Hoeppner (Catalyst NZ) and guests (The University of Waikato) ~ Implementing ePortfolios: How to make it work in classes Implementing ePortfolios: case studies from overseas and the University of Waikato

What’s possible with eportfolios? What are some ways lecturers are integrating them into their programmes? Examples to illustrate the effective use of eportfolios will be shared from leading overseas institutions, as well as contributions from lecturers at the University of Waikato.

Kristina Hoeppner


Implementing ePortfolios: case studies from overseas and the University of Waikato

How are they being used in institutions overseas and here at the University of Waikato?

UOW ePortfolio Case Studies


Leigh Hynes, Mary Jamieson, Jan-Marie Kellow, Barbara Reid and Maika Te Amo (Learning with Digital Technology Team, Institute of Professional Learning) ~ Catering for the Millennials

The millennials are entering your lecture theatres. Who are they? How do they engage with learning? In what ways could the university learning culture embrace and utilise the way they connect and learn?

Leigh Hynes et al


Glyndwr Jones (The University of Waikato) ~ Anytime, Anywhere, Blended Learning

‘Blended’ learning has been the subject of considerable research which might suggest that it is well understood and entrenched in practice but to paraphrase George Gershwin, ‘it ain’t necessarily so.’

The paper asks: when designing ‘blended’ learning what is the most effective ‘mix’ of ingredients? How much Face-to-Face (FTF) interaction to include? What proportion should be ‘online’? When should the ‘ingredients’ be changed or added to the ‘mix’? How far can the ‘cook’ push the boundaries of ‘anywhere, anytime’ learning?

Glendwr Jones


Alistair Lamb (The University of Waikato) ~ Waikato reading lists (TALIS Aspire)

Have you heard about Waikato Reading Lists or TALIS Aspire? Wondering what these words mean and if you need to do anything about them?

Alistair Lamb


Malcolm Roberts, Bob Bottomley and Heath Sawyer (Wintec) ~ Digital badges

What are digital badges? and how are they used? What are the ‘nuts and bolts’ of creating, issuing, displaying and implementing digital badges in a programme?  How can digital badges can be effectively used to support and enhance learning? All these questions will be answered and more!

Malcolm Roberts & Heath Sawyer


Jonathan Scott (The University of Waikato) ~ Recording video with a lightboard

A lightboard is like a whiteboard, but it allows you to see your audience and your audience to see you while you draw or write, and have a beautiful recording of your talk. There are a few things you need to know about producing videos with a light board, and this session will discuss those, and show off the results.

Jonathan Scott


Mary Simpson (The University of Waikato) ~ Using Google Communities for online classes: Learning from experience

This presentation explores reasons for adopting Google Communities for an online 500-level class, along with the emerging constraints and user identified issues. It offers strategies for evaluating and trialling social networking sites for teaching and learning in an online class.

Mary Simpson


Merilyn Taylor (The University of Waikato) ~ Making the shift to university study from a distance

Many prospective candidates for the Bachelor of Teaching degree who live in communities that are a considerable distance from the University expressed concern about how they would manage studying online. Several asked at their interview if there was anything available to gain some online experience in an academic space. A short formal, online experience was designed, students were invited to participate. Outcomes will be discussed.

Merilyn Taylor


Jane Terrell & Dave Snell (Massey University) and Bettina Schwenger (Unitec) ~ Getting it right: guidelines for online assessment in New Zealand tertiary contexts

Review and report of an Ako Aotearoa project which is intended to provide a practical resource to support tertiary teachers to develop varied and appropriate online assessment practices. It draws on the recent eLearning guidelines as a prompt for evaluating a range of current online tertiary assessment practices.

Jane Terrell et al

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