Wednesday 7 December 2022 | 9.15am - 1.35pm
All session times are in Australian Eastern Daylight Savings Time.
Welcome to Day two of the 2022 Learning and Teaching Symposium. Click session titles to find out more information and select one session to attend in concurrent session timeslots.
For zoom attendees, click 'Join zoom session' and enter the password emailed to you in the registration confirmation. Note that some sessions are exclusively online, or in-person.
9.15am - 9.45am: Concurrent Sessions
Showcase
Showcase
Workshop
Online only
Level 3, T0313
Now available in-person only
Level 3, T0311
9.55am - 10.25am: Concurrent Sessions
Showcase
Showcase
Workshop
Level 3, T0313
Now available in-person only
Online only
Level 3, T0311
Level 3, T0314
Not available online
An interactive tool to help us do groupwork better!
Pat McLaughlin, College of Health and Biomedicine
VU Collaborate Analytics: Find Out How Your Students Are Engaging with Reading Content through the eReserve Educator Insights Tool
Jessica Cork, Dana Kuljanin and Iwona Janius, Library
BYOD: the future of work and study
Sid Charania, IT Services and Scott Bingley, Victoria University Business School
Plus hands on Augmented Reality, Virtual Reality, 360 Cameras, Feedback Fruits, H5P and more!
10.35am - 11.05am: Concurrent Sessions
Showcase
Showcase
Workshop
Level 3, T0313
Now available in-person only
Online only
Level 3, T0311
11.05am - 11.30am: Morning tea - Tech Garden open for demonstration
Level 3, Foyer
11.30am - 12.00pm: Concurrent Sessions
Showcase
Showcase
Workshop
Level 16, T1610
Online only
Level 3, T0311
12.10pm - 12.40pm: Concurrent Sessions
Plenary
Showcase
Showcase
Level 16, T1610
Online only
Level 3, T0311
12.50pm - 1.20pm: Concurrent Sessions
Panel
Showcase
Showcase
Level 16, T1610
Online only
Level 3, T0311
1.25pm - 1.35pm - Closing remarks
Closing remarks
Level 16, T1610
Closing remarks by Vice-Chancellor, Professor Adam Shoemaker
1.35pm - Lunch - Tech Garden open for demonstration
Level 3, Foyer
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We acknowledge the Ancestors, Elders and families of the Kulin Nation (Melbourne Campuses), the Eora Nation (Sydney Campus) and the Yulara/YUgarapul and Turrbal Nation (Brisbane Campus) who are the traditional owners of University land.
To learn more, please contact the Moondani Balluk Academic Unit on +61 3 9919 2836 or [email protected]
Copyright © 2024. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152
Personalization in Australian K-12 classrooms: how might digital teaching and learning tools produce intangible consequences for teachers’ workplace conditions?
Presenter(s):
Janine Arantes, College of Arts and Education
Synopsis
Recent negotiations of ‘data’ in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers’ digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission’s Human Rights and Technology final report, this conceptual paper focusses on teachers’ rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence, also called ‘personalisation’. The lens of Postdigital positionality guides the discussion. Three potential consequences are presented as provocations: (1) What might happen if emerging technology uses teachers’ digital data that represent current societal inequality? (2) What might happen if insights provided by such technology are inaccurate, insufficient, or unrepresentative of our teachers? (3) What might happen if the design of the AI system itself is discriminatory? This conceptual paper argues for increased discourse about technologies that use or provide predictive analytics complemented by considering potential consequences associated with algorithmic bias.
BYOD: the future of work and study
Presenter(s):
Sid Charania, IT Services and Scott Bingley, Victoria University Business School
Synopsis
This presentation will explore how new technology is supporting the Block Model and encouraging a modern, flexible approach to learning and teaching. In particular, we will focus on the Bring Your Own Device (BYOD) /Virtual Desktop initiative, introduced and expanded to the City Tower offering students and staff anywhere, anytime, any device access to VU applications. With 40% of VU students continuing education partially or fully online in 2022 from various locations around Australia and globally, BYOD is enabling access to essential applications and a flexible learning style whenever and wherever it’s required.
Project YOU!
Presenter(s):
Sonu Sarda, VU Sydney
Synopsis
1/5 Australians are affected by some sort of mental illness in any year. Mental illness remains third biggest source of disease burden and only 35% receive the mental health professional support. Hence it is time to address this, in and beyond the classrooms. This presentation will create awareness about mental wellbeing for students and the teachers. It will delve on the prevalence of mental illness, identifiers for such a state, and simple tips to address these, for the students and oneself.
English-medium instruction in Transnational Higher Education: impact on content comprehension and learning
Presenter(s):
Le MIN, Liaoning University
Synopsis
A quasi-experiment design was used to evaluate the impact of different English-Medium Instruction (EMI) models on content learning. The average achievement of the treated group using monolingual EMI was lower than the comparable bilingual EMI group. Both the lecturer and students perceive that Monolingual EMI is ineffective and significantly increases the workload. The possible detrimental effects are not only caused by poor comprehension but also a looser connection between the lecturer and students. Abandoning the first language disrupts the interpersonal connection between the lecturer and students and therefore lowers the level of engagement.
The experience of Block Mode Learning in Sunway KL: Pros, Cons and Suggestions
Presenter(s):
Maheswary Subramani, Rasika Jayatilleke, Tee Chwee Kiat and Dr Loo Saw Khuan, Sunway KL
Synopsis
Sunway College KL started block mode learning at beginning of the year 2022. This block teaching is a brand-new experience for the students as it is different from the traditional learning mode in their high school and pre-university studies. The students faced varies experiences from the block mode learning. The data is collected using in depth interviews with 20 Participants from Year 1 Cohort. This presentation aims to share the pros and cons of block learning as experienced by students. The presentation concludes with suggestions for students to excel in block mode learning, and for lecturers to extend their innovative facilitations.
Designing for employability and job readiness
Presenter(s):
Taylor McCaw and Brandy Cochrane, College of Law and Justice
Synopsis
With less than a fifth of Criminology graduates working strictly in criminal justice fields, adapting to an expanding job market and addressing differing student needs is essential. However, many students do not have access to the basic building blocks of employability. We will share with you how we have developed a content-rich undergraduate unit that also replicates a Graduate Program using four innovative industry-based and content-based assessments. We have also collaborated with VU Employ in designing a customised Criminology Careers Toolkit that embodies the values of Start Well, Finish Brilliantly.
Can an anatomy and physiology bridging program bridge the gap in first year university science preparedness?
Presenter(s):
Ioannis Kolatits and Meg McInnes, First Year College
Synopsis
Evidence supports that students are increasingly avoiding science-based subjects at secondary education level who then go onto further science-based study at University. The tertiary sector struggles to cope with this increasing gap between entry- level preparedness and the AQF University standards that need maintaining. We aim to evaluate the effect of an online learning support program called “Headstart” on first-year health science student engagement, satisfaction and outcomes in anatomy and physiology units. This self-paced learning program is designed to be taken before the beginning of the formal learning process and thereby provide students with the best possible platform for their future academic success.
Collaboration in the present and beyond for VET eLearning quality
Presenter(s):
Erica Wells and Emelia Bishop Course Development and Design, VU Polytechnic
Synopsis
Developing student-centred, quality and consistent digital learning spaces is the key design objective of the VU Polytechnic Learning Systems Team to maximise student learning outcomes and the student learning experience. Achieving this objective requires collaboration and a shared purpose between the Learning Systems Team and the VU Polytechnic department areas.
This presentation will explore the partnerships between the eLearning Quality and Compliance Coordinators and the Early Childhood Education & Care and Plumbing department areas to complete unit-based assessment instruction reviews in order to develop and maintain consistent, student-centred VU Collaborate spaces.
Using Indigenous pedagogies and curriculum to create culturally aware future paramedics
Presenter(s):
Meg McInnes, First Year College and Kathleen Butler, Moondani Balluk
Synopsis
Cultural awareness is integral to closing the gap between Indigenous and non-Indigenous health outcomes and life expectancy. Creating culturally aware health practitioners offers one way to tackle 'the gap' inequities. Many frontline health workers acknowledge their cultural incompetence, and until recently, Australian paramedics have been undereducated in this space.
In this presentation we will explore how First Nations Peoples pedagogies and curriculum framework have been used to create a unit of study that equips paramedic students with the essential capabilities required for the delivery of culturally appropriate healthcare, whilst privileging Indigenous voices and knowledge.
Brightspace Learning Outcomes tool: Can assessment tasks and rubrics across an entire course be mapped to a meta-layer of skills and capabilities?
Presenter(s):
Pat McLaughlin, College of Health and Biomedicine
Synopsis
As the reliance on learning technologies intensifies, it becomes increasingly important that we maintain a whole of course perspective and maximise systems to (1) ensure that students are able to understand how learning outcomes relate to their units and courses, and (2) from a staff perspective to assist in course structure and alignment, government reporting, audit requirements and reporting to accreditation bodies. The new Learning Outcomes tool in Brightspace Collaborate enables the upload and addition of complex hierarchal competency structures, industry standards or non-Unit based outcomes e.g. Graduate Outcomes that can then be made available across all Unit Spaces. This presentation provides insight into how this tool works, demonstrates its current use and output and proposes a course based approach to its implementation.
Growing Forward: Creating progressive, inclusive classrooms
Hosted by
Professor Adam Shoemaker, Vice-Chancellor & President, VU
Synopsis
How do you know if your curriculum content and teaching methods really represent and welcome all your students?
If you haven’t sought out an awareness and competencies in cultural, gender, disability and LGBTQIA+ representation, knowledges and access needs, then the answer may be that you don’t know.
Becoming You: Analysing a co-designed post-secondary ‘transition’ program
Presenter(s):
Amy Howard, Bill Eckersley, Carla Luguetti and Juliana Ryan, VU Rise Project
Synopsis
This presentation draws on the concept of transition as becoming and becoming as situated practices to explore the process of piloting a co-designed post-secondary ‘transition’ program. Specifically, we aimed at exploring the learnings and the aspects that facilitate young people’s learning in this experience. The 9-week youth participatory action research (YPAR) included six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly collaborative group meetings, group interviews with SCs and YCs, reflections and artefacts such as planning documents, graphic organisers, photos and writing.
What it takes to become culturally aware - Culturally appropriate and consistent approach in the context of Aboriginal and Torres Strait Islander cultural safety
Presenter(s):
Yuka Nishihara, VU Polytechnic and Kathleen Butler Moondani Balluk
Synopsis
The purpose of this presentation is to increase the awareness of the importance of delivering culturally approved and consistent First Nations Peoples related contents that are specific and relevant to students who study at Victoria University and VU Polytechnic. Our content review project for CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety unit highlighted the knowledge gaps about the context with our existing teaching resources in VU Polytechnic Health department. Increasing the awareness across our organisation will provide individuals who are involved in teaching and learning the opportunities to become more culturally aware and safe learners and workers.
Is It Authentic? DIY assessments and Student Investment
Presenter(s):
Brandy Cochrane and Taylor McCaw, College of Law and Justice
Synopsis
This workshop will address our innovative assessment development in the Master of Criminology known as “DIY Assessment”. With the increase in the availability of plagiarism tools, it is more important than ever to develop authentic assessments. This workshop will aid you in developing DIY assessments and give you the tools to facilitate implement student-centered assessment design. In this workshop, you will be given a range of scenarios in which you will develop an innovative assessment for digital literacy.
Adventure in the Classroom: Using Adventure Based Learning Practices to Facilitate Group Formation and Develop Interpersonal Relationships with Students
Presenter(s):
Aaron Simson-Woods, First Year College
Synopsis
This interactive workshop aims to share evidence based Adventure Based Learning (ABL) practices that you can utilise in the classroom to build interpersonal relationships with students and foster group development. This workshop will provide a theoretical background and practically teach ABL strategies such as ice breakers, and full value contacts.
Investigating conceptual learning gain in Physics with the aid of a universal concept inventory course tool
Presenter(s):
Fotios Sidiroglou, First Year College
Synopsis
This presentation investigates whether substantial learning gain can be achieved in a typical first year electromagnetism Physics unit under the block mode and whether any considerable differences were observed during the abrupt shift into remote learning. Using a widely accepted universal concept inventory tool, the Conceptual Survey of Electricity and Magnetism, we are able not only to investigate learning gain of students for the first time under the block mode of study, but also to see how our findings compare against what has been previously reported by other institutions around the world.
Effects of Online Learning on the Performance of Laboratory-based Assessments in Civil Engineering
Presenter(s):
P.L.P. Wasantha, College of Engineering and Science
Synopsis
The coronavirus outbreak, which was declared a global pandemic in March 2020 by World Health Organisation (WHO), disrupted many aspects of lives, including education. The traditional face-to-face teaching at higher education institutions needed quick reforms to translate to a digitally supported online teaching and learning mode. Amongst others, teaching hands-on related content such as laboratory-based experiments online was a significant challenge for educators. Hands-on laboratory experiments help understand related concepts and theories, improving student performances in assessments. This study shows evidence of the impact of the transition to online teaching and learning on the students’ performances of laboratory-based assessments.
Revitalising through collaboration: enhancing employability through embedding career development learning in the curriculum
Presenter(s):
Tonya Wimhurst, VU Employ and David Goodwin, Victoria University Business School
Synopsis
Applying the Career Ready Framework to scaffold learning outcomes across the student lifecycle. How to ensure VU students graduate with the knowledge and skills needed to manage their career in an ever-shifting labour market? VUBS academics and VU Employ career development professionals have collaborated as part of the Bachelor of Business Revitalisation Project. Employability skill units have been developed to align with the three VU Career Ready stages:
Students will focus on themselves and their business-readiness as the end product of their degree, setting them up for their future business career.
Leveraging collaboration to improve student learning outcomes and employability
Presenter(s):
Jolene Morse, VU Online
Synopsis
When people collaborate 73% do better work, 60% are more innovative and 56% are more satisfied. This applies to both the professional and academic environment and it is through these collaborative experiences that students not only become more skilled at working with their peers but they also build their confidence and the ability to understand a diverse range of perspectives.
Positive collaboration has been shown to contribute to student learning, retention and the overall success of the educational institution – if VU can harness this in parallel to their already successful block model – it opens growth opportunities for students and the faculty alike.
Using theory to promote student wellbeing
Presenter(s):
Bill Swannie College of Law and Justice, Susan Irvine and Julie Fletcher First Year College
Synopsis
Well-being is a multifaceted phenomenon. VU Block Model uses an intensive mode of teaching delivery which can create challenges for students with work, family and other commitments and responsibilities. This presentation will explore student well-being using theories that have been applied within the disciplines of law, nursing and sociology to enhance student well-being: self-determination theory (SDT), self-regulated learning (SRL) and pedagogies of kindness (POK). Each theory emphasises the importance of fostering students’ confidence, sense of competence, autonomy and relatedness. Evidence of the effectiveness of these approaches will be demonstrated through student feedback.
Student Career Readiness is a Shared Responsibility
Presenter(s):
Dilani Rasanayagam, VU Employ
Synopsis
The VU Career Influencers Network (CIN) is working collaboratively and strategically to improve employability outcomes for students by providing staff with the opportunity to enhance their career development knowledge. This network is open to all VU staff interested in supporting students’ career development learning and aligns with the ‘whole of campus’ approach to employability outlined in Victoria University’s Strategic Plan 2022–2028.
How to engage students and achieve the same learning outcome during online teaching
Presenter(s):
Mingyi Xie, Liaoning University
Synopsis
During Covid-19, most of institution are using online learning, transnational education in particular. How to engage students during online delivery? How to achieve the same outcome of online teaching and offline teaching and how to take advantage of online delivery whole avoiding its limitation are the key questions asked by most teachers. In the Organizational Behavior unit, the teacher used a combination of field study and lecture and tutorial mode to engage students to achieve the satisfactory learning outcome.
An interactive tool to help us do groupwork better!
Presenter(s):
Pat McLaughlin, College of Health and Biomedicine
Synopsis
This project is aimed at helping staff design better groupwork assessment tasks. There has been a proliferation of groupwork assessment tasks in block units at VU, but there is a lack of resources to support staff about how they should design these tasks. The presentation will focus on demonstrating to the audience a H5P branching scenario on groupwork assessment that has been developed by the Connected Learning team. We will also be available in the Tech Garden to talk, and walk, interested staff through the branching scenario and highlight where other relevant resources can be found online in the Connected Learning space.
Reflections on further enhancing block model teaching: Centering lived experience as a site of teaching, learning and knowledge production
Presenter(s):
Lutfiye Ali, Mayio Konidaris-Kozirakis and Sandra De Silva Valqui, College of Health and Biomedicine
Synopsis
Block model teaching is an innovative method of teaching that is being increasingly implemented by Victoria University since 2018. While there is an emerging body of research demonstrating the positive outcomes of block model for diverse students, very limited scholarly attention has been afforded to the teaching experiences of academic staff. The aim of this presentation is to explore block model teaching from the vantage point of three academic staff members from diverse cultural backgrounds. In addition to the benefits of block model teaching, this presentation will focus on the challenges and barriers students from diverse backgrounds continue to face. We also discuss how we engage in decolonial feminist praxis in the classroom and work towards creating culturally inclusive teaching and learning environments.
One VU- collaboration, early intervention and proactivity in enhancing mental health and wellbeing of students
Presenter(s):
Madeleine Nicholls and Joanne Maret, College of Health and Community, VU Polytechnic and Tony Jovanovski, VU Student Counselling
Synopsis
The Victoria University Student Mental Health Plan 2022-2024 is structured around six key principles to enhance the mental health and wellbeing of students at VU. The TAFE Student Support Team and VU Student Counselling implement a ‘one VU’ approach by working towards proactive, early intervention work with students. VU Student Counselling and the TAFE Student Support team work collaboratively within VU and in the community to provide holistic responses that aims to strengthen protective factors and minimise risk factors that impact on the mental health of students at VU.
Partnering with Purpose - Prioritising First Nation's perspectives in the pedagogical development of a post graduate Aboriginal and Torres Strait Islander Health and Wellbeing module
Presenter(s):
Breanna Wright, Brenda Medew, Douglas Wong College of Health and Biomedicine and Kathleen Butler, Moondani Balluk
Synopsis
Improving healthcare outcomes and providing culturally safe care for Aboriginal and Torres Strait Islander people is a priority for all registered health professionals in Australia. Providing culturally safe care requires health professionals, health professional institutions, professional bodies and regulatory bodies to dismantle the current racist, privileged, Western-dominated structure under which they operate and work towards a shared, culturally safe future for health provision in Australia.
Despite a widespread commitment to improving healthcare outcomes for Aboriginal and Torres Strait Islander people, no available literature highlights the pedagogical development or implementation of a First Nation's Healthcare module for osteopathy students.
This presentation will discuss the need for non-Indigenous academic staff to recognise the burden placed on Indigenous academics and understand that non-Indigenous staff's responsibility is to engage respectfully with Indigenous research, programs, history, and communities.
UberEATS or Hello Fresh? The Library is in VU Collaborate!
Presenter(s):
Sarika Singh and Debra Hutchinson, Library
Synopsis
The presence of the Library in VU Collaborate has increased significantly since blocking commenced and further expanded since the pandemic. The Library and Librarians are embedded into various unit and course spaces, support spaces and short courses regardless of hybrid, online or in-person delivery mode.
Big Data Analytics through Partnership
Presenter(s):
Hao Shi, College of Engineering and Science
Synopsis
The rapidly changing nature of IT Industry requires IT educators to face on-going challenges. NIT2202 Big Data was created in August 2018. Within 3 years, the IT Industry moved its focus to Data Analytics. After several months’ evaluation, I decided to adopt AWS Academy Data Analytics (ADA) labs as part of the unit. With partnership of AWS Academy and support of VU Library, I am very pleased to report NIT2202 has been successfully delivered and well received by students. Victoria University now becomes one of the few universities in Australia offering AWS Academy Data Analytics as part of IT/Computer Science courses.