Virtual 1.3
Tracks
Track 3
| Tuesday, July 9, 2024 |
| 11:45 AM - 1:10 PM |
| Virtual platform |
Speaker
Ms Helen Enright
Senior Lecturer Educational Development
La Trobe University
Academic staff and student perceptions of the challenges and opportunities associated with Generative artificial Intelligence at La Trobe University
11:45 AM - 12:10 PMFinal abstract
Focus
Academic staff and student perceptions of the challenges and opportunities associated with Generative artificial Intelligence at La Trobe University
Background/context
Generative Artificial Intelligence (GenAI) is fast becoming a dramatic disruptor across all aspects of life including higher education and the broader workplace context (Baidoo-Anu & Owusu, 2023). GenAI is currently reshaping learning and teaching practice at universities and requires development of unique digital literacy skills for both students and academic staff (Baidoo-Anu & Owusu, 2023). However, as we explore integrating this into educational practices, it is vital to understand the context, issues, and possibilities it presents (Hillier, 2023). Furthermore, exploring this in the La Trobe university context is critical, given our highly diverse student cohort and focus on equity in higher education.
Description
This showcase session will present results from our GenAI surveys administered to both students and staff across La Trobe University. We provide insights from the data collected about the current GenAI tools being used and explore perceptions regarding the benefits and risks of using the technology, ethical considerations and the use of GenAI tools for learning and teaching. We also explore staff and student perceptions about the relationship between GenAI and graduate capabilities, future career readiness, and our responsibility for developing this digital literacy.
Method
Survey data analysis and thematic analysis of qualitative comments will be discussed.
Evidence
Major themes will be explored and interesting findings discussed with a view to informing the development of policy and a comprehensive learning and teaching program across the university.
Contribution
Understanding academic staff and students’ perspectives is vital to the development of relevant, targeted programs designed around their specific needs. These findings can be translated to many other university contexts for broader impact.
Engagement
Reflective questioning, interesting data and discussion with other contexts will be integrated into the presentation.
Academic staff and student perceptions of the challenges and opportunities associated with Generative artificial Intelligence at La Trobe University
Background/context
Generative Artificial Intelligence (GenAI) is fast becoming a dramatic disruptor across all aspects of life including higher education and the broader workplace context (Baidoo-Anu & Owusu, 2023). GenAI is currently reshaping learning and teaching practice at universities and requires development of unique digital literacy skills for both students and academic staff (Baidoo-Anu & Owusu, 2023). However, as we explore integrating this into educational practices, it is vital to understand the context, issues, and possibilities it presents (Hillier, 2023). Furthermore, exploring this in the La Trobe university context is critical, given our highly diverse student cohort and focus on equity in higher education.
Description
This showcase session will present results from our GenAI surveys administered to both students and staff across La Trobe University. We provide insights from the data collected about the current GenAI tools being used and explore perceptions regarding the benefits and risks of using the technology, ethical considerations and the use of GenAI tools for learning and teaching. We also explore staff and student perceptions about the relationship between GenAI and graduate capabilities, future career readiness, and our responsibility for developing this digital literacy.
Method
Survey data analysis and thematic analysis of qualitative comments will be discussed.
Evidence
Major themes will be explored and interesting findings discussed with a view to informing the development of policy and a comprehensive learning and teaching program across the university.
Contribution
Understanding academic staff and students’ perspectives is vital to the development of relevant, targeted programs designed around their specific needs. These findings can be translated to many other university contexts for broader impact.
Engagement
Reflective questioning, interesting data and discussion with other contexts will be integrated into the presentation.
Biography
Helen Enright is a Senior Lecturer, Educational Development in Education Services at La Trobe University, Melbourne. Helen coordinates and leads a team to support the professional development of academics in learning and teaching, curriculum development, technology enhanced learning delivery and pedagogy. Helen also coordinates and teaches in the Graduate Certificate of Higher Education, Curriculum Teaching and Learning and guides academics on University and AAUT awards, Advanced Higher Education (AHE) Fellowships and Scholarship of Learning and Teaching (SOLT). Helen’s background is in university and hospital-based learning and teaching, educational program design and evaluation, clinical communication and academic literacy. Helen’s academic interests are in higher education pedagogy, online learning, medical/health professional education, Intercultural Communication, Applied Linguistics, and Communication skills learning and teaching particularly in clinical settings.
Dr Deanna Horvath
Associate Professor
La Trobe University
Co-presenter
Biography
Deanna Horvath is an Associate Professor in the School of Allied Health, Human Services and Sport at La Trobe University in Melbourne. Deanna has experience in delivering teaching across several health programs in the areas of anatomy, physiology and nutrition. Deanna has received an Australian Award for University Teaching (AAUT) Citation for her work in developing programs to support student transition and success. Deanna is interested in university preparation programs, transition, the first-year experience and the use of technology in online learning design.
Dr Louise Maddock
Griffith University
Democratic, sustainable and inclusive capstone development: A critical participatory action research project
12:15 PM - 12:40 PMFinal abstract
Focus
Presentation of research outcomes
Background/context
University capstone courses act as transformative crucibles for students, where culminating learning experiences foster real-world problem-solving, critical thinking, teamwork, and innovation. Capstone development is recognised as being time and resource intensive, however, there is limited research exploring the particularities of capstone development practices.
Description
This critical participatory action research (Kemmis, et al, 2014) study aims to co-create an innovative final-year capstone course for an undergraduate health-based degree with student, colleague and industry partners, that promotes students' agentic project-based and work-integrated learning, career readiness and capability development. Underpinned by the Theory of Practice Architectures (Kemmis & Grootenboer, 2008) and notions of action research as democratic practice (Edwards-Groves, & Rönnerman, 2021), this research aims to foster democratic, sustainable, and inclusive capstone development practices.
Method(s)
Data is collected cyclically through partner focus groups, feedback and experience surveys, course and teaching evaluation surveys, and team critical reflections. Thematic analysis (Braun & Clark, 2012) and descriptive statistical methods are used for qualitative and quantitative data analysis respectively.
Evidence
Preliminary findings suggest that visionary and inclusive course leadership practices, along with collaborative and empathetic team practices, facilitate positive student experiences, supportive mentor partnerships and effective course development and implementation. Enabling practice architectures constitute supportive Heads of School and low-hierarchical team structures (social-political) and the University's commitment to social justice and sustainability (cultural-discursive). Constraining practice conditions comprise limited time and funding for partner engagement and administrative support (material-economic).
Contribution
This study contributes to a greater understanding of co-creation capstone development practices in universities and the socio-political, cultural-discursive and material-economic practice architectures that enable and constrain these practices. This research has implications for curriculum development teams aiming to cultivate democratic, sustainable and inclusive curriculum development practices whilst co-creating authentic project-based work-integrated learning experiences for students.
Engagement
Questions
Padlet
Sharing practice
Individual reflections
Presentation of research outcomes
Background/context
University capstone courses act as transformative crucibles for students, where culminating learning experiences foster real-world problem-solving, critical thinking, teamwork, and innovation. Capstone development is recognised as being time and resource intensive, however, there is limited research exploring the particularities of capstone development practices.
Description
This critical participatory action research (Kemmis, et al, 2014) study aims to co-create an innovative final-year capstone course for an undergraduate health-based degree with student, colleague and industry partners, that promotes students' agentic project-based and work-integrated learning, career readiness and capability development. Underpinned by the Theory of Practice Architectures (Kemmis & Grootenboer, 2008) and notions of action research as democratic practice (Edwards-Groves, & Rönnerman, 2021), this research aims to foster democratic, sustainable, and inclusive capstone development practices.
Method(s)
Data is collected cyclically through partner focus groups, feedback and experience surveys, course and teaching evaluation surveys, and team critical reflections. Thematic analysis (Braun & Clark, 2012) and descriptive statistical methods are used for qualitative and quantitative data analysis respectively.
Evidence
Preliminary findings suggest that visionary and inclusive course leadership practices, along with collaborative and empathetic team practices, facilitate positive student experiences, supportive mentor partnerships and effective course development and implementation. Enabling practice architectures constitute supportive Heads of School and low-hierarchical team structures (social-political) and the University's commitment to social justice and sustainability (cultural-discursive). Constraining practice conditions comprise limited time and funding for partner engagement and administrative support (material-economic).
Contribution
This study contributes to a greater understanding of co-creation capstone development practices in universities and the socio-political, cultural-discursive and material-economic practice architectures that enable and constrain these practices. This research has implications for curriculum development teams aiming to cultivate democratic, sustainable and inclusive curriculum development practices whilst co-creating authentic project-based work-integrated learning experiences for students.
Engagement
Questions
Padlet
Sharing practice
Individual reflections
Biography
Dr Louise Maddock is a Senior Consultant (Learning & Teaching) in the Centre for Learning Futures, educator in the School of Education and Professional Studies and member of the Griffith Institute for Educational Research at Griffith University, Gold Coast, Australia.
Dr Ekaterina Pechenkina
Senior Lecturer
Swinburne University of Technology
Designing meaningful HyFlex activities for Creative Writing students
12:45 PM - 1:10 PMFinal abstract
Focus: This showcase shares insights of a HyFlex project, with activities designed to engage a geographically dispersed cohort of Creative Writing students.
Background/context: Creative Writing students often struggle to generate ideas to be expanded into longer stories for assessment; real-time idea generation exercises can be effective (Aryanti et al, 2018). With geographically dispersed cohorts, a challenge is to ensure everyone can experience the creative buzz of exchanging ideas. Addressing this, three HyFlex activities were developed to engage students with weekly topics, allowing them to either work collaboratively or independently. In the context of this study, HyFlex is understood as hybrid-flexible, week-to-week participation policy (Beatty, 2007), allowing students flexibility in how they engage in learning (Liu & Rodriguez, 2019). Understanding students’ HyFlex experiences can help maximise their chances of success in the future.
Description: This research draws on data collected during the trialling of the HyFlex activities; the design’s effectiveness measured across behavioural, affective and metacognition learning processes.
Method: Thematic analysis was used to draw conclusions based on survey data (N=12) and ‘passive’ data generated by students completing the activities
Evidence: Engaging with HyFlex activities made students feel more part of the cohort and think about the content in new ways. However, students were divided on whether having more HyFlex activities would encourage them to spend time learning. Nearly third of the cohort did not engage with HyFlex, suggesting that while meaningfully designed HyFlex has some impact on engagement and cohort-building, other factors must be taken into account when planning for student success.
Contribution: This study contributes unique insights into HyFlex in relation to student engagement from the rarely explored perspective of Creative Writing students.
Engagement: The audience will partake in one HyFlex activity (‘Nightmare Board’) in real-time, using their phones, simulating the student experience of brainstorming ideas as a cohort.
Background/context: Creative Writing students often struggle to generate ideas to be expanded into longer stories for assessment; real-time idea generation exercises can be effective (Aryanti et al, 2018). With geographically dispersed cohorts, a challenge is to ensure everyone can experience the creative buzz of exchanging ideas. Addressing this, three HyFlex activities were developed to engage students with weekly topics, allowing them to either work collaboratively or independently. In the context of this study, HyFlex is understood as hybrid-flexible, week-to-week participation policy (Beatty, 2007), allowing students flexibility in how they engage in learning (Liu & Rodriguez, 2019). Understanding students’ HyFlex experiences can help maximise their chances of success in the future.
Description: This research draws on data collected during the trialling of the HyFlex activities; the design’s effectiveness measured across behavioural, affective and metacognition learning processes.
Method: Thematic analysis was used to draw conclusions based on survey data (N=12) and ‘passive’ data generated by students completing the activities
Evidence: Engaging with HyFlex activities made students feel more part of the cohort and think about the content in new ways. However, students were divided on whether having more HyFlex activities would encourage them to spend time learning. Nearly third of the cohort did not engage with HyFlex, suggesting that while meaningfully designed HyFlex has some impact on engagement and cohort-building, other factors must be taken into account when planning for student success.
Contribution: This study contributes unique insights into HyFlex in relation to student engagement from the rarely explored perspective of Creative Writing students.
Engagement: The audience will partake in one HyFlex activity (‘Nightmare Board’) in real-time, using their phones, simulating the student experience of brainstorming ideas as a cohort.
Biography
Katya Pechenkina is a cultural anthropologist, Teaching and Learning scholar, and award-winning senior lecturer at Swinburne University of Technology. Her research focuses on impact and evaluation in education, as well as on understanding how educators and students experience technological change.
Chair
Karina Wardle
Lecturer
Western Sydney University
