EdTechPosium

This talk will centre on the findings of a recent Moodle project undertaken between VerveEd and BAE Systems Australia. The project involved the creation of an aviation related, maths and physics Moodle course which learners could use in a self-directed capacity. Development of the course shed light on a number of instructional design and technical challenges, which talk attendees who work with the latest web technologies, will find valuable to learn from. Attendees of this talk will learn from the following talking points:

• The technical and pedagogical challenges of using key HTML5 web technologies in conjunction with H5P and Moodle core functionality.
• How the combination of Google’s and Moodle’s UI frameworks can compliment each other to create feature rich course templates which dynamically load H5P content.
• Ways to load H5P content on a course homepage to avoid nested navigation issues.
• Why the flexibility/usability tradeoff’ design principle needs consideration when creating courses that avoid vendor lock-in.
• How the backup/restore features of Moodle helps to update some course resources but how other resources need workarounds.
• When Moodle courses utilising additional web technologies require special development measures to work offline or in deployed circumstances.

Want to take your training from boring to mesmerising? There are 12 things that you can focus on. In this talk, you'll see these spectacular variables in action and learn how to apply them to eLearning courses. Be sure to bring problems and something to write with, because this whirlwind of words is bound to shake something loose.

Educational leaders and aspirant educational leaders aim to influence teachers in their schools. Teachers themselves have the greatest in-school impact on student learning. Postgraduate courses are increasingly in online modes of learning. This session explores and examines students (leaders) ways of adapting, adopting and ignoring the invitation to communities of practice in this mode. Strategies are explored in the design and development for this student demographic and presses on the stakes at play for educational leaders to engage with communities of practice in a digital space.

In summary: In this case study of the redesign of TAFE NSW’s student management system, Scott will provide examples of how the training team have navigated the challenges of providing training in new systems while maintaining the old, as they work with teachers, managers, and support staff across the organisation.
The Student Management Services (SMS) Project is a major undertaking at TAFE NSW. The SMS Program will support our students by creating a consistent student experience throughout the end-to-end student cycle. As part of this process, TAFE NSW needs to educate its staff how to use new systems as they come online, while at the same time maintaining the integrity of the existing systems. In this session, the Training Team of the SMS Project will present you with a case study of how they have navigated (and are still navigating) these challenges to provide the new skill sets across the state to a wide range of teachers, managers, and support staff.

How can we support the development of our Aboriginal and Torres Strait Islander students in tertiary education? The answer is simple - give them the opportunity to grow in a supported learning environment which caters for their cultural needs. What does that look like? The Yurauna Centre at CIT Reid offers a more holistic approach to education for students and provides opportunities for further learning beyond the classroom.

What would higher education be like if all high-schoolers could write simple software, type at high speed, handle data and apply computational thinking? The Australian Curriculum for Digital Technologies (AC:DT) is now a discrete curriculum for students from pre-school to year 10. Students are also undertaking standardised testing online and this is affecting skill development. In the session, we will describe the AC:DT and standardised online testing and share discussions on the impact for students transitioning into higher education.

The use of audio-visual feedback has great potential for scaffolding new skills and helping to reduce feelings of isolation, especially in flexible online self-paced study formats. In 2017, Dr Stephanie Kizimchuk redesigned the assessment for the online self-paced (FLX-mode) format of the first year foundation unit at the University of Canberra. She then introduced audio-visual feedback use among both her students and staff in a pilot within the unit. Last year, Dr Kizimchuk presented ‘The Importance of Being Present: Redesigning for audio-visual feedback by both students and staff’, where she explored the context, pedagogic reasons, opportunities, challenges, and principles for best practice in the use of audio-visual feedback in the lead up to implementing the pilot. As a follow up, in this current session Dr Kizimchuk will report back on the results of both the pilot and the expansion of audio-visual feedback use to the main unit cohort. The session will briefly cover the pilot’s context and pedagogic design, share and explore the results stemming from the implementation of audio-visual feedback, and include recommendations for practical adoption and incorporation of this technology into teaching and learning contexts.