Day 1 2020

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Day One: Wednesday, 1 July

Asia/Australia Focus

Conference Opening: 1:00-3:00 UTC Time

Jim Wilkinson, President, IUT (Harvard University)

Regaining Control, Restoring Spirits: Student Engagement in Pandemic Times. Chng Huang Hoon (National University of Singapore)

The vast and swift disruptions COVID-19 brought to our lives require no further elaborations–by now, all of us have at least one story to tell about it. The more important question is how we are responding to these disruptions, to reclaim what we feel we have recently lost. This session will share the challenges experienced in teaching and learning, and the attempts my colleagues have made to rethink their teaching in service of student learning, by tapping into the affordances of the virtual space.

Break

Keynote 1 Discussion

Conference Opening Asia-Australia
Time: Jul 1, 2020 01:00 AM Universal Time UTC
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Meeting ID: 820 0922 8732
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4:00 Digital Showcase 1:

The Road to Flexible Delivery of an Accredited Medical Laboratory Science Degree.

Wouter Kalle and Noelia Roman (Charles Sturt University, Australia)

The Bachelor Medical Science (Pathology) is a professionally accredited (AIMS) degree taught at Charles Sturt University since 1998, and one of the first to be offered by distance education. In 2018 a course review began with the intent to increase content, flexibility, and workplace learning while still delivering engaging high quality content. An innovative new framework evolved that will enable students to complete the extended degree in 3 years FT (6 years PT equivalent) through the use of technology and innovative delivery.

Digital Showcase 1

5:30-6:30 Bonus Presentation:

Intercultural Reflection on Teaching: Guidelines and Experiences Supporting the Professional Development of Higher Education Teachers.

Fiona Dalziel, Alessio Surian, Fulvio Biddau, and Anna Serbati (University of Padua, Italy)

This presentation focuses on training higher education (HE) teachers in using the innovative methods for reflection on teaching developed by the Erasmus+ IntRef project (Intercultural Reflection on Teaching) to promote the enhancement and internationalization of teaching. The methods are based on collaborative reflection, dialogue and feedback facilitated through digital technologies (e.g. video-recordings, video conferencing). We hope to address academics who are interested in engaging in international professional development activities and offer some step-by-step guidance for implementing these activities at their home institutions, as well as suggesting practical resources to support their implementation and networking opportunities.

Bonus Presentation: Intercultural Reflection on Teaching
Time: Jul 1, 2020 05:30 AM Universal Time UTC
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Day 1 Continues, 1 July

Europe/Middle East Focus

Conference Opening: 7:45-9:45 UTC Time

7:45  Welcome: Jim Wilkinson, President, IUT (Harvard University)

8:00 Keynote 2: The Power of Internal Feedback: Theory, Development, and Research in the UK and Italy.

David Nicol (University of Glasgow, UK), and Anna Serbati and Valentina Grion (University of Padua, Italy)

This keynote will outline research carried out through an Italy-UK collaboration on internal feedback, the feedback that students generate for themselves as they engage in learning tasks. The mechanism for the generation of all internal feedback is ‘comparison’ exactly the same mechanism that underpins other cognitive processes such as memory, problem solving, categorization etc. When students receive comments from instructors, they compare them with their own work and generate internal feedback out of that comparison. In Italy, the practical focus of the research has been peer review, a scenario where students generate internal feedback by first comparing their work with that of their peers and then with comments from peers. In order to research internal feedback, we made it explicit by having students give an account of their learning after each comparison. In the UK, further research has examined the effects of other comparators on students’ internal feedback generation, including, rubrics, exemplars, lecture delivery, a published literature review, a group discussion. We will present some of the results of our studies in Italy and the UK as well as the conceptual model of internal feedback that was developed through this research. This model calls for a fundamental change in feedback practices in higher education.

9:00 Break (15 min)

9:15 Keynote 2: Discussion

Conference Opening EU 7:45 UTC
Time: Jul 1, 2020 07:45 AM Universal Time UTC
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Papers 1:

Assessing Online Learning/Assessment In Course Design:  11:00-12:45 UTC

11:00 Resetting SET to the Goals of Higher Education: Quality Teaching or Learning?

Mieke Clement and Herman Buelens (University of Leuven, Belgium)

Like many universities, ours assesses the quality of faculty teaching with “Student Evaluation of Teaching” questionnaires. We studied the relationship of our SET-dimensions with two criteria: (1) overall teaching quality and (2) student perception of learning. Hierarchical regression analyses on the answers of 1406 students for 31 teachers reveal that the predictive power of the dimensions quite remarkably differs depending on the criterion used. Our findings invite to reflect on ways to reset SET: which criterion do we deem be most relevant? They also challenge understanding of student learning in higher education.

11:20 Critiquing Across Disciplines: Using Sustainable Assessment to Support Health Professionals to Critically Appraise Education Research.

Susan Jamieson (University of Glasgow, UK)

Health professionals are familiar with critical appraisal of medical research, to inform clinical decision-making. But when they take on the mantle of clinical teacher, they need support to apply critical appraisal skills in their second discipline, education, which has different philosophical underpinnings and measures of rigor. In an online masters’ program for health professions educators, a design priority was to use sustainable assessment (Boud & Soler, 2016) to develop learners’ ability to critically appraise education research. Self-assessment, reflection, portfolios, and embedding assessment within learning activities enabled health professions educators to evaluate education research, thereby facilitating them to practice evidence-based teaching.

11:40 The Challenge: Effective Assessment in Higher Education.

Roxana Reichman (Gordon Academic College of Education, Israel)

This study was conducted in a teacher education institution in Israel. Its purpose was to reveal the students’ opinions regarding an active process of teaching based on the Dilemma Based Model. The research question was: What are the students’ perceptions concerning the assessment of their work based on DBM? This qualitative study was based on portfolios written by 35 pre-service teachers as part of the requirements for a course on Multiculturalism. The findings, based on content analysis, show a deep understanding of dilemmas involving the topic. In this paper I present the evaluation challenges and suggest ways of coping with them.

12:00 Break (15 min)

12:15-12-45 Papers 1 Discussion

Papers 1: Assessing Online Learning/Assessment In Course Design
Time: Jul 1, 2020 11:00 AM Universal Time UTC

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1:30 Panel Presentation 1:

Online Assessment Scenarios in COVID-19 Times: Directions and Practices.

Anna Serbati and Valentina Grion (University of Padua, Italy), Sally Brown (HE Independent Consultant, UK), Kay Sambell (Edinburgh Napier University, UK), Fabio Arricò (University of East Anglia) and Lan Li (Bowling Green University, USA)

In Spring 2020, higher education institutions worldwide were urged to switch teaching and learning environments from face-to-face (f2f) to online, due to the Coronavirus pandemic. Online assessment differs from traditional f2f assessment and may imply new practices and new reflection. For one thing, exams and quizzes are typically offered on the web with a window of time for students to complete the tasks, which may raise questions concerning regarding assessment reliability, trustworthiness, and accessibility. Online faculty need to sustain a delicate balance between offering quality instruction and creating and supporting a nurturing environment in which every student can achieve their best despite possible difficult conditions due to emotional, contextual and personal factors. Attempts to ensure accurate assessment may threaten to disrupt that balance. Our panel will group professors, all experts on assessment and feedback, from UK, Italy and USA belonging to the international PAFIR research group (Peer Assessment and Feedback International Group). They will share their reflections and experiences and spark debate and discussion with the audience.

Panel Presentation 1: Online Assessment Scenarios in COVID-19 Times
Time: Jul 1, 2020 01:30 PM Universal Time UTC

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Day 1 Continues, 1 July

United States/Canada Focus

Conference Opening: 15:45-17:45 UTC Time

15:45 Welcome and Opening Remarks: Jim Wilkinson, President, IUT (Harvard University, USA)

16:00 Keynote 3: Advancing Online Teaching: Creating Equity-Based Digital Learning Environments
Todd Zakrajsek (University of North Carolina, USA)

This past spring, as a result of the COVID-19 world pandemic, most of higher education moved swiftly to remote emergency teaching. In the midst of this shift, higher education uncovered massive inequities in how students learn. These inequities were always present, yet many faculty members were unaware of them. As we now begin to shift from emergency remote teaching to more purposefully designed online teaching, it is imperative that we do our best to create systems that are as equitable as possible for our students. In this keynote session, we will advance online learning through better understanding Universal Design for Learning, Design for Equity, and ways to facilitate and maintain human connections in online courses.

17:00 Break (15 min)

17:15-17:45 Keynote 3 Discussion

Americas Conference Opening Day 1
Time: Jul 1, 2020 03:45 PM Universal Time UTC

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Meeting ID: 813 0329 2377
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Papers 2:

Feedback As A Learning Tool: 18:30-19:55 UTC Time

18:30 Promoting Student Enthusiasm and Improvement in Online Instruction through Effective Assessment and Feedback.
Clifford Tyler and Terry Bustillos (National University, USA)

Learning and assessment are academic and social processes that take place in interactions between students and instructors in face-to-face classrooms. This paper will examine the potential benefits of creating structures for personalization within an online learning environment that is asynchronous, in order to maintain retention and provide feedback and assessment in Masters of Arts Teaching Program. Within this online environment, assessment techniques to minimize student isolation and possible withdrawal will also be discussed. This paper will also review the Program from 2009 to 2016 providing student perceptions relative to specific competencies secured, which were required in the profession.

18:50 Note by Note: Sustainable Assessment Practices in Piano Performance Lessons and Class Piano Settings.

Blake Riley and Hedi Salanki-Rubardt (University of West Florida, USA)

Assessing students’ progress is generally a difficult task for all areas of education, but it is particularly challenging in music. What makes a good artist? How do we measure talent? How do we set appropriate individual goals? In our discussion, we will focus on two different areas of music training: 1. Piano Performance Lessons: assessment of advanced level sight-reading skills, technical ability, expression, style, focusing, accuracy, memorization, tone quality, stage presentation. 2. Class Piano: assessment of basic theoretical comprehension, functional technique, accuracy of pitch and rhythm, scales, chord progressions, basic level sight-reading.

19:10 Break (15 min)

19:25-19:55 Papers 2 Discussion

Papers 2: Feedback As A Learning Tool
Time: Jul 1, 2020 06:30 PM Universal Time UTC

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21:00-22:00 Roundtable 1:

Actively Assessing in Viral Times: Using Learning Assessment Techniques to Increase Active Learning.

Actively Assessing in Viral Times: Using Learning Assessment Techniques to Increase Active Learning.
Carrie Bailey and Sarah Jacobs (Oregon Health & Science University, USA)

Inspired by the transition of Health and Science university students toward becoming practitioners, this session focuses on Learning Assessment Techniques (LATs), feedback messages, and timing. Mind wandering is a kind of daydreaming that takes place when learner attention drifts from the intended learning task, more prevalent during pandemic times. Using proactive, effective teaching techniques, such as LATs and active learning, can reduce mind wandering and increase meta-awareness by creating scaffolds for learning, activating curiosity, and creating an interactive feedback loop between instructors and learners, even when switching teaching modalities.

Roundtable 1
Time: Jul 1, 2020 09:00 PM Universal Time UTC

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End of Day 1

See you tomorrow!