Day 3 2020

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DAY THREE:
THURSDAY, JULY 3

Asia/Australia Focus

Conference Opening  and Papers 7:
Engaging Students Online: 0:00-1:45

23:45-01:45 UTC, late 2 July/early 3 July

0Hours0Minutes

23:45 UTC  Announcements

0:00 An Act of Juggling: The Challenge of Sustainable Assessment in an Overloaded Academic Role.
Denise Wood (Charles Sturt University, Australia)

Assessment provides evidence of transformative change in student knowledge and skills. Currently, the pressure to design and implement a planned, cohesive approach to assessment across a curriculum is clear. The implementation of quality assessment practices across a curriculum is one of the many balls academics need to juggle. Additionally, in 2020, COVID-19 has forced academics to pivot their assessment designs within the context of a course to meet online requirements. This paper explores the impact of the roles of academics on sustainable assessment at all levels of curriculum. It seeks to open discussion about the act of juggling and asks: which need greater focus and which require collaborative juggling?

0:20 Early Assessment Tasks as the First Leap into Assessment in Higher Education.
Prue Gonzalez and Kelly Linden (Charles Sturt University, Australia)

Well-designed early assessment tasks can assist students to make a successful transition into university, both socially and academically. Early assessment items can facilitate students’ learning, build confidence, and provide feedback to students and staff on students’ progress. But what makes an effective early assessment item? How do we design assessments that align with learning outcomes, discipline content, program requirements and future practice, while also supporting the transition of our diverse student body into the complex world of academia? This is especially important for online students who may have little contact with staff or students.

0:40 Virtual Reality and Augmented Reality Experiences to Engage Students Learning Remotely.
Sonia Wilkie and Ghaith Zakaria (Victoria University, Australia)

Educators strive to equip students with required skills and knowledge to learning success. While field trips, site visits, and lab classes offer authentic learning experiences, the implications of COVID-19 home isolation mean that students cannot physically participate in location-based learning experiences. The solution was to source and develop virtual learning experiences that simulate the activities which students undertake on location. In this presentation we showcase a range of VR/AR activities that academics can use in their classes, and provide a VR/AR manual with associated lesson plans which we developed for educators to use as learning resource within their own classes.

1:00 Break (15 min)

1:15-1:45 Papers 7 Discussion

3.1 Opening and Papers 7
Time: Jul 2, 2020 11:30 PM Universal Time UTC

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Digital Showcase 2:
Adaptive Anatomy: Transforming Laboratory-Based Subjects for Online Students.

Kelly Linden (Charles Sturt University, Australia)
03:00-04:00 UTC, 3 July

Concluding Remarks

0400-04:30 Jim Wilkinson

0Hours0Minutes

3:00-4:00 Digital Showcase 2: Adaptive Anatomy: Transforming Laboratory-Based Subjects for Online Students.
Kelly Linden (Charles Sturt University, Australia)

Traditionally anatomy is taught using time intensive laboratory classes. But in the midst of global pandemic, can anatomy be taught online? Twenty-one adaptive online anatomy lessons were created to assist students in preparing for a high-stakes, end-of-session practical exam. High resolution images of over 500 anatomical structures provided students with the opportunity to learn the content using a combination of drag and drop and type in the answer style questions. Students were overwhelmingly engaged with the lessons, and self-reported improvements in their learning and exam preparedness through repeated use of flexible and adaptive learning resources.

4:00-4:30 Concluding Remarks. Jim Wilkinson (Harvard University, USA)

3.2 Digital Showcase 2

View Recording

Day 3 Continues: 3 July

Europe/Middle East Focus

Papers 8:
Feedback As A Learning Tool & Recent Research In Distance Learning

07:45 UTC Time, 3 July

07:45 UTC Announcements
8:00-10:05  Papers 8

0Hours0Minutes

7:45 UTC  Announcements

8:00 Assessment for Learning (AFL).
Mordechai Miron (University of Tel Aviv, Israel)

“Assessment for Learning (AFL) ” refers to all those activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. In classrooms where AFL is practiced, students are encouraged to be more active in their learning and associated assessment. The paper presents an example of AFL which was used in a freshmen course on Measurement and Evaluation. Using an “open instrument” the students reacted in each class meeting and their reactions constituted the basis for improving the next class meeting.

8:20 Implementing Effective Student Feedback at LISOF, South Africa: A Student Case Study.
Ashleigh Cohen (LISOF, South Africa)

Enhancing the learning journey of a student requires feedback that is thoughtful, relevant and in-depth. Nicol (2010) as cited by UNSW Sydney (2018) stated that “feedback is valuable when it is received, understood and acted on. How students analyse, discuss and act on feedback is as important as the quality of the feedback itself.” Feedback is by far one of the most important activities undertaken by educators in the realm of higher education. A student journey devoid of reliable, clear, consistent and efficient feedback is a journey devoid growth, cognitive development, intellectual challenge, and possibly even success.

8:40 The Relationship between Emotional Intelligence, Inclusion, and Learning Motivation.
Waleed Dallasheh and Ihab Zubeidat (Sakhnin College for Teacher Education, Israel)

This study examines the relationship between emotional intelligence, inclusion, and learning motivation from Arab society special education teacher’s perspective. 406 teachers were asked to answer the self-report questionnaires assessing the above aspects. The results indicated a significant positive association between emotional intelligence, inclusion, and students’ learning motivation. Inclusion was found as a mediating variable between emotional intelligence and learning motivation. The findings also reveal differences in emotional intelligence and inclusion in some demographic variables. Our research conclusion indicates that teachers’ intelligent use of emotional intelligence and inclusion ability predicting learning motivation among students, especially those with learning disorders.

09:00 Reflections on Feedback — Engaging Students to Feed Forward.
Ashley Le Vin (University of Glasgow, UK)

Feedback is important for students to learn and advance academically as they can reflect on it and consider how to improve future work. Without feedback, students may find it hard to improve upon past mistakes. However, feedback is not a passive process and students must actively engage with and reflect on their feedback to understand it and consider how it can feed forward to improve future assessments. This study investigates whether including short written reflections on previous feedback into assessments can lead to increased student engagement with their feedback and an increase in its perceived helpfulness.

09:20 Break (15 min)

9:35-10:05 Papers 8 Discussion

3.3 Papers 8
Time: Jul 3, 2020 07:30 AM Universal Time UTC

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Roundtable 5:
One Study Program—One ePortfolio:
Lifelong Learning with an ePortfolio Accompanying the Study Program.

Katharina Thülen and Silke Bock (Technical University of Central Hessia)

10:30-11:30 UTC , 3 July

0Hours0Minutes

When individual artefacts from ePortfolios of completed modules are fused into an ePortfolio accompanying a study program, this offers students and teachers special opportunities for reflection. Such a holistic view of the acquisition of competences over the entire study program, in conjunction with the feedback from teachers and peers, also offers extensive opportunities for individual development and a first approach to lifelong learning. However, at the same time it constitutes a challenge in terms of course design and technology. In this roundtable we will analyze the concept of an ePortfolio with a special focus on its contribution to sustainable learning experiences initiated by a variety of assessment tasks. The transferability with regard to the different subjects and teaching and learning contexts of workshop participants will be jointly worked out and critically discussed.

3.4 Roundtable 5
Time: Jul 3, 2020 10:30 AM Universal Time UTC

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Digital Showcase 3:
Who Wants to be a Consultant?
Promoting Student Participation and Feedback.

Caren Weinberg (Ruppin Academic Center, Israel)

12:00-13:00 UTC, 3 July

0Hours0Minutes

In this scheme each student group selects a case to analyze. After review they present the main elements to the class. To inspire increased student engagement, several students are assigned to be “consultants’”and required to read each of the cases in advance and prepare questions. Following each presentation, the consultants ask probing questions. This allows the presenting group to expand on their presentation, practice thinking on their feet and democratizes the classroom. For the consultants it is a real-world experience in preparing questions and leading discussions. Overall feedback is also collected, and both the presenters and the consultants consistently appreciate this element.

3.5 Digital Showcase 3

View Recording

Roundtable 6:
Never Waste a Crisis: A Grassroots Movement for Teachers to Foster Online Community Spirit.

Birgit Pitscheider and Michael Habersam (University of Innsbruck, Austria)

14:00-15:00 UTC, 3 July

Concluding remarks

15:00-15:30 UTC, Jim Wilkinson

0Hours0Minutes

When Innsbruck University’s instructors were forced to switch to distance teaching overnight, naturally not everyone possessed the necessary skills to deal with the online environment. Seeing her colleagues like Michael struggling, Birgit set up an LMS-based course for teachers. It originally contained some forums and some train-the-trainer modules and soon developed into a community course in which various instructors have shared their knowledge, added modules with screencasts and offered live webinars. The course has demonstrated the potential among faculty members to learn with and from each other. How can we foster grassroot movements? What are the challenges? These are some of the questions to be discussed at the roundtable.

15:00-15:30 Concluding Remarks. Jim Wilkinson (Harvard University, USA)

3.6 Roundtable 6
Time: Jul 3, 2020 02:00 PM Universal Time UTC

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Day 3 Continues: 3 July

United States/Canada Focus

Announcements

16:45 UTC

Papers 9:
Embedding Assessment In Course Design & Assessing Online Learning:

17:00-18:25 UTC, 3 July

0Hours0Minutes

17:00 Tools for Detecting Exam Plagiarism WITHOUT Proctors.
Edward Gehringer, Mounika Bachu, and Guoyi Wang (North Carolina State University, USA)

With unproctored exams, cheating is a risk. Proctoring software (webcam based, etc.) can be used, but it’s not perfect. Another way to detect cheating is to compare students’ answers with each other. Commercial tools exist for comparing answers on multiple-choice tests. Tools for detecting homework plagiarism can be adapted for use on essay exams. In addition to standalone tools, there are plugins for LMSs, like Unicheck. Finally, Gradescope allows instructors to grade online, and compares students’ answers to identify pairs of students whose mistakes are suspiciously similar. Attend this presentation and learn how to improve the integrity of your exams

17:20 Challenges in Teaching Online: Cryptocurrencies, Social Justice, and Interdisciplinarity.
Reed Taylor (University of Arkansas at Little Rock, USA)

Since the emergence of digital currencies 30 years ago, sociopolitical interest in cryptocurrencies has grown from a novelty to a mainstream platform for global exchange. Cryptocurrencies, such as Bitcoin, have the potential to promote social justice at the macro and micro levels though bypassing censorship and reducing transaction costs. Students enrolled in a capstone course in BA in Interdisciplinary Studies program at the University of Arkansas at Little Rock are given a small amount of Bitcoin (approx. 7 – 12 USD) and tasked with finding a way to use Bitcoin to promote social justice in their local communities.
Q23

17:40 Break (15 min)

17:55-18:25 Papers 9 Discussion

3.7 Papers 9
Time: Jul 3, 2020 04:30 PM Universal Time UTC

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Roundtable 7:
High-Impact Practices in Online Education

Olga Hilas (St. John’s University, USA)

19:00 UTC, 3 July

Concluding Remarks

Jim Wilkinson

20:00-20:30 UTC, 3 July

0Hours0Minutes

A number of universities and colleges have recently transitioned to online instructional delivery methods in order to meet their students’ needs and academic requirements. This roundtable will focus on engaging participants in a discussion on the value of high-impact practices (HIPs) in online pharmacy education, as well as a review of recent research and best practices for transitioning HIPs to online learning environments.

20:00-20:30 Concluding Remarks. Jim Wilkinson (Harvard University, USA)

20:00-20:30 Concluding Remarks. Jim Wilkinson (Harvard University, USA)

3.8 Roundtable 7: High-Impact Practices in Online Education
Time: Jul 3, 2020 07:00 PM Universal Time UTC

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End of Day 3

Thank you!