7E -
Tracks
Track 5
| Thursday, July 11, 2024 |
| 12:05 PM - 1:00 PM |
| Room E3 |
Speaker
Mrs Katrina McLachlan
Hdr Student And Lecturer
University of South Australia
12.05pm - 12.30pm Feedback for learning: Fostering student engagement in online education
12:05 PM - 12:30 PMFinal abstract
Focus
Authentic, formative feedback using industry-relevant technology offers an effective way of engaging students in online and blended learning.
Background Context
Growth in online and blended learning is challenging educators to develop innovative and engaging learning experiences that facilitate discipline-specific knowledge and technological skills (McLachlan & Tippett, 2023). Effective feedback (Hattie & Timperley, 2007) can encourage engagement and authentic learning outcomes (Carless & Boud, 2018) if it represents a discipline’s social context, physical context and feedback time constraints (Dawson, Carless & Lee, 2021).
Description
An online digital media project course was restructured around a formative feedback process using Padlet to facilitate the cycle of feedback reflection and integration used in industry. Applying their extensive industry experience the teaching team (two) engaged in timely, professional and interactive feedback dialogue and shared images, links, videos, and audio about creative options and industry examples in each student’s Padlet.
Method
Qualitative action research, using email and in-depth interviews, assessed the students’ experience of the formative feedback process and the impact it had on their engagement.
Evidence
Students’ experiences of the formative feedback suggested the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supported all three common dimensions of engagement (behavioural, affective and cognitive).
Contribution
By considering all three dimensions of engagement, this study provides a more holistic view of student engagement and offers a pedagogical solution for using technology to facilitate student engagement through formative feedback.
Engagement
The sharing of Padlet exemplars showing the frequency and type of interactions will generate discussion on the applicability of the findings in other disciplines where creative collaboration is a valued professional skill and how greater emphasis on formative feedback may support adherence to copyright and academic integrity principles as Ai technology advances.
Authentic, formative feedback using industry-relevant technology offers an effective way of engaging students in online and blended learning.
Background Context
Growth in online and blended learning is challenging educators to develop innovative and engaging learning experiences that facilitate discipline-specific knowledge and technological skills (McLachlan & Tippett, 2023). Effective feedback (Hattie & Timperley, 2007) can encourage engagement and authentic learning outcomes (Carless & Boud, 2018) if it represents a discipline’s social context, physical context and feedback time constraints (Dawson, Carless & Lee, 2021).
Description
An online digital media project course was restructured around a formative feedback process using Padlet to facilitate the cycle of feedback reflection and integration used in industry. Applying their extensive industry experience the teaching team (two) engaged in timely, professional and interactive feedback dialogue and shared images, links, videos, and audio about creative options and industry examples in each student’s Padlet.
Method
Qualitative action research, using email and in-depth interviews, assessed the students’ experience of the formative feedback process and the impact it had on their engagement.
Evidence
Students’ experiences of the formative feedback suggested the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supported all three common dimensions of engagement (behavioural, affective and cognitive).
Contribution
By considering all three dimensions of engagement, this study provides a more holistic view of student engagement and offers a pedagogical solution for using technology to facilitate student engagement through formative feedback.
Engagement
The sharing of Padlet exemplars showing the frequency and type of interactions will generate discussion on the applicability of the findings in other disciplines where creative collaboration is a valued professional skill and how greater emphasis on formative feedback may support adherence to copyright and academic integrity principles as Ai technology advances.
Biography
Katrina McLachlan is a Teaching Academic and PhD Candidate at the University of South Australia specialising in online education in journalism, media and communications. As a media professional she is passionate about news, storytelling and entrepreneurial business models for news, communication, digital media and marketing. And as an academic, she combines working industry knowledge with teaching and mentoring experience and research findings, to implement authentic and engaging learning experiences for digital media and journalism students that build their knowledge, technical skills and their professional practice capabilities. Committed to the Scholarship of Teaching and Learning her PhD is exploring how professional communications curriculum can reflect the transforming practices and expectations of journalism, media and communications careers and she is a HERGA SA and HERDSA SA Committee Member.
Mr Collins Fleischner
University of New South Wales
12.35pm - 1.00pm Education focussed academic roles in Australia - a comparative study
12:35 PM - 1:00 PMFinal abstract
Focus
This presentation outlines findings from a PhD study of four Australian universities, investigating the emergence and development of education focussed (EF) roles in Australian higher education.
Background/Context
EF academics represent the fastest growing group in the Australian academic workforce (Ross, 2019). Their introduction across Australian institutions mirror developments in the UK, Canada and Singapore. These roles enable a greater focus on teaching, educational leadership, and SoTL, and represent a shift in the nature of academic work and identities.
Description
Whilst there is a growing literature about the EF role (Probert, 2013), much remains unknown. For example, institutional conceptions of the EF role, the motivations of EF academics, and the opportunities and challenges for EF career progression are not well understood. The EF role’s introduction poses a key question – should EF academics be seen as equal in status and esteem to teaching and research academics?
Method
Document analysis and semi-structured interviews with over 60 participants.
Evidence
The study examines the EF role from different perspectives and institutions in Australia. Document analysis improves our understanding of institutional conceptions of the EF role. Semi-structured interviews provide rich data regarding the experiences and perspectives of staff involved in the development of EF roles.
Contribution
This presentation seeks to explore the opportunities and challenges faced by a significant minority of academics in Australian higher education, and to consider the EF role’s implications for higher education policy and practice.
Engagement
The presentation begins with a reflective question on Slido: Are EF academics seen as equal in status and esteem in your institution? Once results are displayed, delegates will be asked to discuss in groups of 3-4 the reasons and context for their answers. I will then ask 2-3 participants to briefly share aspects of their discussion. I will connect these themes to my presentation.
This presentation outlines findings from a PhD study of four Australian universities, investigating the emergence and development of education focussed (EF) roles in Australian higher education.
Background/Context
EF academics represent the fastest growing group in the Australian academic workforce (Ross, 2019). Their introduction across Australian institutions mirror developments in the UK, Canada and Singapore. These roles enable a greater focus on teaching, educational leadership, and SoTL, and represent a shift in the nature of academic work and identities.
Description
Whilst there is a growing literature about the EF role (Probert, 2013), much remains unknown. For example, institutional conceptions of the EF role, the motivations of EF academics, and the opportunities and challenges for EF career progression are not well understood. The EF role’s introduction poses a key question – should EF academics be seen as equal in status and esteem to teaching and research academics?
Method
Document analysis and semi-structured interviews with over 60 participants.
Evidence
The study examines the EF role from different perspectives and institutions in Australia. Document analysis improves our understanding of institutional conceptions of the EF role. Semi-structured interviews provide rich data regarding the experiences and perspectives of staff involved in the development of EF roles.
Contribution
This presentation seeks to explore the opportunities and challenges faced by a significant minority of academics in Australian higher education, and to consider the EF role’s implications for higher education policy and practice.
Engagement
The presentation begins with a reflective question on Slido: Are EF academics seen as equal in status and esteem in your institution? Once results are displayed, delegates will be asked to discuss in groups of 3-4 the reasons and context for their answers. I will then ask 2-3 participants to briefly share aspects of their discussion. I will connect these themes to my presentation.
Biography
Collins Fleischner is Head of Educational Insights at the University of New South Wales and Senior Fellow of the Higher Education Academy. He is also completing his PhD at UNSW's School of Education on the emergence and development of EF academics roles in Australian higher education.
Chair
Susan F. Stevenson
Director
New Zealand Curriculum Design Institute and Freedom Wellbeing Institute
