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All events take place in the Education Building (A35) at the University of Sydney. Registration and information is available in the Staff Common Room (401).

Program of events

Event Start End Venue
Badge pick-up and registration desk open 9.45 10.00 Common Room (401)
Opening plenary with DVC (Education) Prof Pip Pattison 10.00 10.40 351
Morning tea (catered) 10.40 11.00 Common Room (401)
Poster workshop sessions 1 and 2 11.00 12.25 323 & 325
Workshop session 1 12.30 1.15 Various level 4
Lunch (catered) 1.15 1.45 Common Room (401)
Workshop session 2 1.45 2.30 Various level 4
Closing plenary with Prof Simon Buckingham Shum 2.30 3.30 351

Posters

Poster Session 1: 11.00 - 11.40, all odd numbered posters (1, 3, 5 etc)

  • 1. A Rubric for the Selection and Creation of Videogames for Teaching and Learning Foreign Languages - Douglas Agar
  • 3. Placing focus in Malawian and UK primary schools: Is there a difference? - David Ashe, Nina Bonderup Dohn
  • 5. Technology Supported Group Ideation in the Classroom - Andrew Clayphan
  • 7. Scientific Representational Fluency: Defining, Diagnosing and Developing the use of graphs, words, equations and diagrams in science - Matthew Hill, Manjula Sharma, Helen Johnston
  • 9. Conceptualizing professional identity practices in higher education: The case of engineering students - Maryam Khosronejad
  • 11. The Value of Agent-Based Models for Learning about Nanotechnology - Polly Lai
  • 13. Designing material and digital spaces for learning - Martin Parisio
  • 15. Model-based Learning with Productive Failure and Analogical Encoding: Unpacking Learning Dynamics with Contrasting Designs - Alisha Portolese, Lina Markauskaite, Polly Lai, & Michael J. Jacobson
  • 17. Promoting Mental Health in Students - Emily Schulz
  • 19. Designing for Epistemic Agency - How student groups create knowledge and what helps them do it - Natalie Spence
  • 21. Applying SLOW to ICT-rich education - Mirian Tanti
  • 23. Improving dyslexic students’ reading abilities: the role of hypermedia multimodal texts - Piergiorgio Trevisan
  • 25. Personal hypothesis evaluation based on ubicomp sensors using pervasive displays - Farahnaz Yekeh
  • 27. A Mobile App in the 1st Year Uni-Life: A Pilot Study - Yu Zhao

Poster Session 2: 11.45 - 12 .25, all even numbered posters (2, 4, 6 etc)

    • 2. Personalisation of Learning: Students informing practice - Learning and Teaching at UNSW: Sonal Bhalla, Belinda Allen, Lyn Collins, Kristin Turnbull, John Vulic
    • 4. Shift in a University Lecturer’s Activation of Mental Resources - Shaista Bibi
    • 6. Developing Staff Capability for Teaching and Learning across Multiple Higher Education Sectors - Christina Del Medico, Ann Wilson, Iain Doherty
    • 8. Learning and Enactment in Techno-Human Ecosystems: Implications for sustainable learning and innovation of farmers in the Philippines - Gilbert Importante
    • 10. Teams making sense of disruptive technologies - Amanda (Mandy) Lacy
    • 12. The digital habitus of academic missions: Is an eNexus the missing link? - Melinda J Lewis
    • 14. Driving curriculum and technological change to support writing in the engineering disciplines - Hamed Monkaresi, Sarah K. Howard, Rafael A. Calvo, Anindito Aditomo
    • 16. Architecture of Productive Learning Networks Analysis for Design - Ana Pinto
    • 18. Student teachers’ digital competence development in teacher education: A Norwegian case study - Fredrik Mørk Røkenes
    • 20. Conceptualising a project team as a site for networked learning – an exploration of expertise and tacit knowing - Paul Sijpkes
    • 22. Towards Long Term Goals: Gamified Tangible Internet Connected Goal Buttons - Lie Ming Tang
    • 24. eLearning: Exploring the role of a social network site with learning purposes in the primary classroom - Patricia Thibaut
    • 26. Traces on the Walls and Traces in the Air (Drawings and Gestures in Educational Design Team Meetings) - Dewa Wardak
    • 28. The problem with noise, or the NOISE in the problem? - Pippa Yeoman

    Roundtables

    Please note each roundtable, unless otherwise stated, has a max of 35 people.

    Title Chairs Timeslot
    Personalised Education: Where to Start and in Which Direction Abelardo Pardo, Kalina Yacef, Tim Shaw, Kathryn Bartimote-Aufflick 12.30-1.15
    Optimising online lectures Jo Lander, Karen Scott 12.30-1.15
    MOOCs at the University of Sydney Bob Kummerfeld, Judy Kay 1.45-2.30
    Education as a complex system: Implications for educational research and policy Michael Jacobson 1.45-2.30
    Beyond the Flipped Classroom: Theory, Research, and Rubber Hits the Road Phil Poronnik, Michael Jacobson 12.30-1.15
    Educational data mining and learning analytics: Opportunities and pitfalls Lina Markauskaite, Abelardo Pardo, Peter Reimann, Kalina Yacef 1.45-2.30
    CampusFlora[at]sydney Rosanne Quinnell 12.30-1.15
    From sage on the stage to guide on the side Manjula Sharma, Helen Georgiou, Matthew Hill 1.45-2.30
    Just Ask Charlie: Using an app to support professional learning from student feedback Kate Thomson, Jen Scott Curwood, Martin Tomitsch, Graham Hendry, Andrea Lau, and Liam Moy 1.45-2.30
    Visit to the Educational Design Research Studio (EDRS). Note: 20 spaces only. Peter Goodyear, Roberto Martinez-Maldonado & Martin Parisio 12.30-1.15

    Closing plenary with Simon Buckingham Shum

    SimonBuckinghamShum.jpgThe closing plenary on the day will be on Learning Analytics: Critical Issues and presented by Simon Buckingham Shum, Professor of Learning Informatics and director of the Connected Intelligence Centre at the University of Technology, Sydney.

    Education is about to experience a data tsunami from online trace data (VLEs; MOOCs; Quantified Self) integrated with conventional educational datasets. This requires new kinds of analytics to make sense of this new resource, which in turn asks us to reflect deeply on what kinds of learning we value. We can choose to know more than ever about learners and teachers, but like any modelling technology or accounting system, analytics do not passively describe sociotechnical reality: they begin to shape it. What realities do we want analytics to perpetuate, or bring into being? Can we talk about analytics in the same breath as the deepest values that a wholistic educational experience should nurture? Could analytics become an ally for those who want to shift assessment regimes towards valuing the qualities that many now regard as critical to thriving in the ‘age of complexity’?

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