Parallel Sessions

Date: 18 June AM
Time: 11am-12:30pm
Topics: Digital education
Presenter: Crusher WONG, City University of Hong Kong, Hong Kong
Slides: Download

Abstract
City University of Hong Kong recently faced the second institutional Learning Management System (LMS) replacement since the inception of WebCT as the centrally supported e-learning platform in 1999. When managed hosting service was proven to be inadequate for CityU in the 2005 Blackboard implementation, cloud-based software-as-a-service (SaaS) solutions received major attention in the 2014 LMS evaluation. The evaluation compared features and functions, user experience, operational concerns and cost of LMS candidates. In reality, LMS packages offered by vendors varied as time went by and decision making might become an endless process. Engaging faculty and students were challenging in the initial phase and more voices were heard after a new platform was selected. Cost saving would be anticipated by the upper management in a switch to cloud-based service regardless of the intended outcomes of the LMS replacement. In addition, weaknesses of the newly selected LMS revealed slowly with increasing level of adoption. Based on feedback from all stakeholders, the benefits and hazards of replacing locally hosted LMS with cloud-based SaaS solution will be analyzed and compared in order to answer the million-dollar question: is it worth to make the switch?

Date: 18 June AM
Time: 11am-12:30pm
Topics: digital education
Presenter: Jiawei YONG, Singapore Management University, Singapore
Slides: Download

Abstract
New tools are constantly developed for use in the educational sector to facilitate greater effectiveness in teaching and learning. Besides scouting for innovative educational technology tools, the SMU IT team also monitors the usage statistics, studies the usage patterns, record meaningful use cases and conduct in-depth study of the effectiveness of the tools in teaching and learning areas.

Over the years, we have setup centralized dashboards to monitor tools usage, implemented incident management system with knowledge base to capture valuable information on user support and identify areas of improvement, conducted term end surveys to understand user satisfaction, as well as arranged personalized training and support for different user groups and disciplines. With these measures, we have more in-depth understanding of our users’ needs and processes. As a result, we are able to produce interesting promotional materials, share best practices that drive the adoption of innovative technology tools in different disciplines and among different user groups.

The presentation will share the tools used in data collection and user study, our recent years’ findings and the promotional materials that drive innovative use of technology tools in SMU.

Date: 18 June AM
Time: 11am-12:30pm
Topics: digital education
Presenter: Xiaohong YANG, Shanghai Jiao Tong University, PRC
Slides: Download

Abstract
The paper presents current work from the project “Applying PRS to Postgraduate English Course”, which is part of the SJTU’s Foundation for Teaching and Learning Development on PRS. In this project, we look at Personal Response System (PRS) as assistive technology to traditional class instruction and examine whether and how PRS as a new tool impacts on teaching postgraduate English.

Initially developed to conduct Peer Instruction used to teach physics PRS have evolved into its 3rd generations and gained global academic attention in the last two decades. Previous studies on applying PRS to courses of a wide range of disciplines demonstrate an apparent increase of student learning via this tool (Shapiro, 2009; Educue, 2003; Birdsall, 2002); yet most of the scenarios involved are large-size classes concerning courses of science and technology, how well does PRS work with comparatively small classes of liberal arts like ESL class of about 40 in this study is to be probed into. At term beginning, PRS was introduced to students, and a host of means were designed to facilitate ESL with PRS including five-minute quizzes, in-group discussion, cross-group contest, etc. At term end, data of feedback from students were collected through analysis of survey questionnaires, personal and group interviews, and students’ writing of journals.

It was observed that the overall performance of the students in the course increased. Students participated more in class and got motivated to answer questions as they were granted time to work out personal responding or chances to learn from their peers. More than 70% of students felt PRS helped to enhance their learning of course content and 65% stated that the system assisted in identifying their weakness in comprehension. 78% of students welcomed instant oral feedback in class and similar percentage of students reported a preference to taking ESL courses with PRS. Apparently, PRS-applied class allowed for an active learning environment which is easily monitored by the teacher and deemed quite supportive in ESL learning.

Overall, the research results showed effectiveness of applying PRS to ESL learning, yet this PRS-based learning research also suggests that PRS is one kind of instruction tool which complements rather than replaces conventional ways of lecturing.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter: May May HO, Singapore Institute of Technology, Singapore

Abstract
Accounting education has always followed the tradition of apprenticeship as a part of practical training for individuals who want to be accountants. This has been considered to be the optimal solution to give a sense of real-world application as compared to what students will learn from textbooks. Nowadays, students have the option to take a degree in accounting, before they go on to take a professional accounting qualification. Hence, there are growing concerns about the lack of basic intuition and critical thinking skills necessary for the accounting profession. For University’s education to respond to such requirements, it is critical to implement course structures which compensate for the lack of practical training opportunities in its curriculum (1). In this paper, we discuss how the flipped classroom model may move University’s accounting education one step closer towards this goal.

The flipped classroom model encourages students to cover classical lecture contents at home, and perform more interactive problem solving in class (2). This allows students to develop teamwork and problem-solving skills and enhance their practical accounting application skills. Despite many documented benefits to students who go through a flipped classroom teaching model, many accounting courses are still taught in a traditional lecturing model. This is a good opportunity which we hope the sharing of our experiences in implementing flipped classroom can address.

We will start by sharing the underpinning concepts and designs of the flipped classroom model. This is followed by a discussion on the rationales and the various forms of implementation of flipped classroom model in Universities in Singapore. We will then present a number of key design considerations that need to be incorporated to enable an effective flipped classroom. This includes important online materials and activities students expected to read and participate before attending a class. Some examples of these activities are: (1) special chunked videos to explain key accounting topics students must watch; (2) related online accounting assignment such as quizzes and discussion forum activities students must attempt; and (iii) industry talks by experienced practitioners’ students must attend. A set of well-designed pre-class activities is imperative in setting the stage for the development of critical thinking and problem-solving skills in students (4). We will present an effective pre-class activity that has been class-tested with great success(3).

When students come to class, we expected them to apply knowledge they acquired through pre-class activities to practical accounting challenges. We will discuss various strategies an instructor can implement to facilitate class activities to help students hone this practical application skills. We will also present a number of strategies that can be used after each class’s discussion to check for student’s understanding of their accounting concepts. Finally, we will also discuss key challenges of implementing of flipped classroom in an accounting curriculum.

In summary, by sharing our experiences in implementing a flipped classroom model, we hope to spur meaningful discourses among educators on how we can transform an accountancy course to equip our students with practical application and critical thinking skills.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter: Hong Qi ZHANG, Hong Kong Baptist University, HKSAR
Slides: Download

Abstract
Initiating by World Health Organization (WHO), Traditional Medicine (TM) has gained international prominence in promoting public health. Having over 3,000 years of development and clinical experience, Traditional Chinese Medicine (TCM) has become a scientific discipline, and its combination with Western Medicine has received worldwide recognition for the diagnosis, treatment and prevention of diseases, as well as enhancing health.

As the first institution funded by the government in 1998 to provide higher education in Chinese Medicine in Hong Kong, the School of Chinese Medicine (SCM) at Hong Kong Baptist University (HKBU) is committed to providing quality teaching programmes, conducting cutting-edge research and offering first-rate TCM services to public. TCM education emphasizes both theoretical knowledge and clinical practices. However the pedagogies for clinical problem-solving have not been sufficiently developed in both TCM and Western medicine. Therefore development of critical thinking abilities for our students to make reasoned judgment is a significant goal for TCM education.

Construction of a medical cases archive through e-tools can effectively help design this kind of pedagogies. Under Outcomes-based Teaching and Learning (OBTL), case-based learning can provide students with debates on alternative courses of action, nurturing them to become effective decision-maker and professional pratitioner. This Project aims to foster and enhance the critical thinking abilities for CM students through case-based learning, developed by an online achive of medical cases at Blackboard.

A database of medical cases in TCM Orthopaedics accumulated over the past decade has been created at Blackboard. Case-based learning by students has been initiated and motivated at its Discussion Board where students can conduct individual and peer learning based on teachers' comments. Through these brainstorming, students finally make group presentation, assessed by teachers according to the university-level Critical Thinking Rubric benchmarked with the Association of American Colleges and Universities (AAC&U).

Assessment results and analysis of replies at Discussion Board exhibit that students (1) are actively engaged and undertake sound analysis; (2) undertake effective teamwork and construct new thoughts therefrom and (3) progress satisfactorily in clinical critial thinking and reasoning, such as interpretating, analysing, justifying, forming a final diagnosis, communicating and evaluating the whole clinical practice.

Case-based learning via online archive of medical cases is found effective to develop students' abilities of critical thinking and making informed and reasoned medical judgment in clinical contexts. The next steps will expand this archive by incorporating more cases and students' own insights, and intensify students' self-directed learning and promote this pedagogy to other TCM courses.

Date: 18 June AM
Time: 11am-12:30pm
Topics: innovative T&L
Presenter: Oscar WONGSO, Maranatha Christian University, Indonesia

Abstract
Known issues in E-Learning are students' motivation and their engagement in using the system. Some solutions that can be used are Gamification and Web 2.0 Technology. A lot of E-Learning systems have used Gamification in their implementation especially in education, but some of them lack planning or have poor design. A conceptual framework is developed to help in planning, design, and implementation phases of e-learning system which utilizes Gamification and Web 2.0 Technology. It consists of Analysis, Design, Development, Implementation, and Demonstration steps by combining Web 2.0 Technology, Gamification design, and Instructional ADDIE Model. This framework is also demonstrated on a real case study at Maranatha Christian University. From the demonstration results, it can be concluded that in making good gamification design, there are dedications needed, and it must covers all of the users' activities in the system.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter: Raman K. ATTRI, SIM University, Singapore
Slides: Download

Abstract
In today's world, challenge faced by education and training providers is not just how to accelerate the learning of the individuals, rather it is how to make them proficient in the newly learned skill in shorter time.

Due to increasing global business and pace of competition, the workplace expectations are to hire the people who are ready for the job right off the gate of training or education program. There is a paradigm shift happening in the globalized world of education to move away from learning-centered to expertise-centered which targets making learners proficient right during a training event. This shift has challenged the conventional training and learning strategies, structure, methods, structure, instructional design and delivery methodologies used in the past.

To address this challenge, researcher conducted a Ph.D. research using grounded theory methodology to explore various training strategies that have successfully accelerated time-to-proficiency of individuals in leading organizations.

Among several others, the use of e-learning strategies and platforms has come up as one of the key preliminary findings in this research. This paper will present these preliminary findings on some of the proven e-learning methods and techniques organizations are using to accelerate the learning of the learners, allowing greater freedom to explore and speeding up their proficiency curve. The paper will also provide insights into mechanisms how organizations support their learners before, during and after a formal training event.

Lastly paper highlight implications for educational institutions and training providers to use these findings in their context.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter: Merrian SOLIVA, Agricultural Training Institute - Regional Training Centre 7, Philippines
Slides: Download

Abstract
The study aimed to investigate the influence of the learners’ attitude, perceived satisfaction and perceived e-Learning effectiveness, on their intention to continue using the ATI’s e-Learning program for agriculture and fishery in the Philippines. This study was conducted in the 16 regions of the Philippines where the ATI Network of Regional Training Centers were located. The respondents include 960 adult-learners, consisting of e-Learning enrollees and e-Learning graduates from 2009 to 2012. More than half, (58.9%) of the respondents were females, and nearly two-thirds (66.1%) were married. Their age level ranged from 16 to 63 years old with a mean age of 36 years old. More than half (56%) of the respondents were college graduates. More than two-thirds (67.9%) were agricultural extension workers, middle aged, college graduates, worked as agricultural extension workers and had a fair experience with e-Learning. They believed that the ATI's e-learning System is well-established, secure and stable. In its entirety, the respondents were satisfied with the course lab used by ATI. They preferred that a multi-media instruction would be used and recognized that the e-Learning system quality and the interactive learning activities of the program are important. The respondents pointed out that operating e-Learning boosted their self-efficacy/confidence and that the e-learning system is effective because it facilitated their learning efficiency, performance and motivation. They intended to continue the use of the ATI's e-Learning program because they could access a wide array of free digital resources like the course materials used that were placed online and the instructions provided were clear and easy to understand. It enhanced their knowledge and skills that are relevant to their field of specialization. They perceived the course contents as sufficient and related to their interests and they could easily contact the online support team anywhere to answer their queries. In addition, they perceived the instructions provided as sufficiently clear and easy to understand. Learners’ ability towards the e-learning program, as well as their perceived satisfaction and effectiveness of the program were significantly related with their intention to continue using the ATI’s e-Learning program.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter: Anuj BHARGAVA, University of Auckland, New Zealand

Abstract
This paper outlines a pedagogical collaboration at the University of Auckland between Academic Staff of the Faculty of Medical and Health Sciences, Librarians and Learning Adviser to create an innovative online interactive resource to develop student skills in scientific report writing. The aim of the learning resource is to support undergraduate students in the often challenging transition process between Year 1 and Year 2 Medical Science courses. Finding ways to guide students “from thinking about science as a collection of facts to be memorized, toward a deeper understanding of concepts and scientific ways of thinking” has been identified as a considerable challenge in science education.(1) For Year 1 Medical Science students, the focus is largely on rote learning, with an emphasis on Multiple Choice Questions as assessment. In Year 2, Medical Science students are expected to complete more complex assessments requiring analytical and critical thinking skills. Academic staff have often observed that some students have difficulty in developing the higher level skills required to succeed in Year 2 courses. A specific area is the skills required to produce well-written reports in terms of both structure and content. Scientific writing is not only an important intrinsic skill for students in the context of Medical Science courses but also in the wider professional scientific world. (2) The online learning resource ‘Lab Report Writing 101’ was created using University of Auckland in-house CourseBuilder software. It was designed with a student-centred focus; content is engaging and the design ensures simplicity of access and ease of use. A wide range of interactive elements including multimedia, quizzes, graphics, and activities are incorporated. The modular design offers flexibility of learning as the resource can be used sequentially or selectively. The resource facilitates and encourages self-directed learning as students can engage with the information on their own terms by accessing anytime anyplace thereby enabling a degree of autonomy over their own learning. In a broader context, the resource also integrates academic literacy skills including skills in critical thinking, intellectual and scientific integrity and communication of knowledge, aligning with the University of Auckland Graduate Profile (3) and Information Literacy Guidelines and Principles (4). Usability testing of the resource was undertaken with a group of Year 3 Medical Science students and peer reviewed by academic staff in the Faculty of Medical and Health Sciences. Feedback was extremely positive and minor revisions were incorporated. The resource was piloted with students undertaking a Year 2 Medical Science course in semester 1, 2014. As a result of its success, the resource is now a core course component and could be adapted for use by other disciplines. This paper will showcase the resource, briefly discuss the drivers for its development, the collaborative process and focus on the key roles and expertise of the collaborative partners in the pedagogical learning design.

Date: 18 June AM
Time: 11am-12:30pm
Topics: e-assessments
Presenter: Yin Ni NG, Nanyang Polytechnic, Singapore
Slides: Download

Abstract
With the advancement in technology, almost all students have at least one personal mobile device to go online via wireless network. This research aims to report on students’ perception of using their mobile devices to do post lecture formative assessment. A preliminary study of the usefulness in using this new method of teaching was assessed. Most of the lectures conducted cater to a large group of students. Unlike in the tutorial, it is difficult for lecturers to assess what is being learnt in a mass lecture. Since feedback is not readily available, students usually have to grabble with any misconceptions they may have and voice them out during the tutorial. If students are able to give immediate feedback when the lecturer raises a question to assess students’ understanding, the teaching and learning during lectures will be immensely improved. It is with this aim that the Student Response System (SRS) was developed in late 1980s to support communication and interactivity in classes. Several researches had shown that such systems have the potential to facilitate several classroom developments such as participation, cognitive involvement and self-evaluation. Moreover, research by Dangel and Wang in 2008 shows that that teachers and students perceive SRS to be useful. Despite of the benefits, the cost of implementing SRS is huge due to commercial interests and expensive support system as well as the appropriate software and keypads. As a result, it is not widely used in Singapore. A mobile computing based SRS system will provide a cost effective solution by utilizing widely available mobile devices. Students may give their feedback through online questionnaires system. Presently, most students possess a smartphone. Leveraging on the well-established wireless network in Nanyang Polytechnic, a ‘modified’ version of the SRS with the use of ‘Google Form’ is experimented in this project. Immediate post lecture formative assessment by Google Form (IPLFA), consist of 5 multiple choice questions which seek to assess students’ knowledge, understanding and ability to apply the concept learnt in the lecture. A typical lecture with IPLFA: IPLFA is administered at the end of the lecture; Students input their answer using their own mobile devices; They are given about 5-10 minutes to submit the answers; When all students submit the answers, the instructor will go through the summary of response and elaborate questions that are poorly answered. The 11 survey questions were administered to measure students’ perceived usefulness and acceptance level of having IPLFA in other lectures after 8 lectures. The common test result between students with IPLFA (current batch) and students without IPLFA (previous batch) was compared by independent T test. Data is collected from the response of 80 year 1 Pharmaceutical Sciences student taking basic pharmaceutics. Based on 28 males and 52 females, more than 96 % agreed that IPFLA reinforce the knowledge learnt in the topic. More than 93.5% agreed that IPFLA help them to understand the topic better. There is also a significant improvement of 3.53/50 marks in common test result between student with IPLFA and without IPFLA.

Date: 18 June AM
Time: 11am-12:30pm
Topics: e-assessments
Presenter: Simon Kai-Ming TO, Hong Kong Baptist University, HKSAR
Slides: Download

Abstract
The use of portfolios in teaching and learning has a long history, with multiple purposes including showcasing achievements for career preparation and assessing learning processes. Stemming from its paper-based counterpart, an e-portfolio presents itself as a student-centered learning and assessment tool with additional flexibility, providing a platform for interactions. The development of e-portfolios across various disciplines in higher education has since been gaining momentum amid the growing popularity of e-tools and web-based technologies, leading to many new teaching and learning practices and pedagogies (Butler, 2006). On the other hand, challenges for applications of e-portfolios have also been identified in different context and at various levels (Lorenzo and Ittelson, 2005), calling for more effort into both practices and research in this ever-changing field. The present study aims to demonstrate, with the experience of an actual implementation of e-portfolio assessment, the potential benefits and limitations of the use of e-portfolios in a medium-sized class of students with diverse backgrounds. The element of e-portfolio was integrated, as a component of the continuous assessment leading to an end-of-semester group presentation, into a general education course in elementary statistics consisting of mainly first year undergraduate students from various disciplines. Aiming to help students establish a proper statistical perspective in everyday life, there was a need for a platform for constant reflections throughout the course. Linking up with other existing components of the course, the student e-portfolio provided not only such a platform, but also a foundation for potential peer-learning opportunities. Feedback from students obtained in a questionnaire survey is analyzed and benefits in these aspects are discussed. While the integration of e-portfolio assessment into the course was generally valued by the students, students also expressed mixed attitudes toward the hands-on experience with e-portfolios, as various technical issues could potentially pose a threat to the overall effectiveness. Both such benefits and limitations arising from the process of the implementation are explored in this case study, which aims to shed light on directions for possible improvements and further investigation in the aspect of e-portfolio assessment from a practitioner’s perspective.

Date: 18 June AM
Time: 11am-12:30pm
Topics: e-assessments
Presenter: Tang Meng FAN, Singapore Management University, Singapore
Slides: Download

Abstract
Traditionally examinations are conducted using paper and pen. Being a technology enabled university, Singapore Management University (SMU) support the use of technology in examination to improve efficiency for students and instructors. SMU started the initiative of online exam in 2005 and it has increased from a few classes a term to over 200 classes in recent school terms. While online exams improve user efficiencies, it introduces a new set of problems. When students are not careful, answers can be lost during an online exam and many online quiz solutions do not come with an auto-save mechanism. The other major concern related to online exams is how to prevent cheating. Having a secure computing environment to support online assessment, is another challenge for educational institutions to tackle. Learning from the years of support experience, the SMU support team has included many enhancements in the exams tools, as well as introduced new tools, to address the risks in online exams. New capabilities are developed to recover answers, prevent cheating, balance wireless load and secure network connections. With the help of the new measures, the stress previously faced by students, faculty members and IT support staff has been greatly reduced. The presentation will discussed the tools used, the support structure and support tips and tricks for online exams.

Date: 18 June AM
Time: 11am-12:30pm
Topics: MOOCs
Presenter: Carol CHIU, The Chinese University of Hong Kong, Hong Kong
Slides: Download

Abstract
Background information: The Chinese University of Hong Kong (CUHK) started its MOOC initiative in 2013 and partnered with Coursera, a leading MOOC platform provider, to bring CUHK’s courses online worldwide and available to everyone for free. Selected teachers were invited to develop and deliver CUHK first seven MOOCs including “The Beauty of Kunqu Opera” (one in Chinese and one in English), “Classics of Chinese Humanities: Guided Readings” (one in Chinese and one in English), “Structural Equation Model and its Applications”, “The Role of Renminbi in the International Monetary System” and “Information Theory”. CUHK has launched six MOOCs so far. Over 120,000 students have enrolled in these courses. More than 2,500 students got the Statement of Accomplishment, which acknowledges that the students have completed the respective courses with overall grades above the passing criteria. Goals: This study investigated how CUHK MOOC project team successfully launched the MOOCs and how ITSC (Information Technology Services Centre), the university central IT services unit, has explored and adopted ideas and tools to enhance the teaching and learning of the MOOCs on Coursera platform together with individual course instructors. Methods: This paper summarized findings of analysis of learners’ behaviors, lecture activities, forum participation and so on based on raw data exported from Coursera platform using the data dashboard in each of the MOOCs. Feedback from individual course instructors and teaching assistants was collected via conversations with them at difference occasions including meetings and interviews. Main Findings: 1.The learners’ behavior can be affected by the announcements and email interactions between course team and students. Students tend to come back to visit the course and back up the course materials when they received emails from the course team. 2.Learners tend to be younger in CUHK courses than in other courses on the Coursera. Instructor’s forum participation can be a powerful incentive to encourage students’ engagement. Additional findings: 1.Instructors agree that the time spent on production of course materials (such as videos, quizzes and course websites) are well spent (especially true for instructors who regularly rerun their course on both Coursera and on campus). With the course materials, instructors can try new pedagogies such as flipped classroom when they run the course on campus. 2.Instructors agree that they have gained valuable experiences and learned new ways of teaching by working on the MOOCs. 3.The project team has also gained useful experiences on various dimensions. This experience contributes not only to the long-term development of CUHK MOOC initiative but also to the micro-module production and flipped-classroom implementation across a variety of disciplines in CUHK on-campus courses. 4.CUHK will rerun some of the MOOCs and develop more courses on Coursera in the coming years.

Date: 18 June AM
Time: 11am-12:30pm
Topics: MOOCs
Presenter: Melinda DELA PENA BANDALARIA, University of the Philippines Open University, Philippines
Slides: Download

Abstract
This research is an attempt to describe the journey of the University of the Philippines Open University to tweak the MOOC, an innovation and often- regarded as disruption in education, to respond intelligently to diverse learning needs. Data used were extracted from the process documentation made from the conceptualization, planning, and implementation of the Massive Open Online Courses (MOOCs) that the university implemented in 2013. Specifically, the research tried to answer the following questions: a). what specific learning needs did the university consider in its MOOCs?; b). what innovative features had been integrated to the course and learning design and to the learning management system (LMS) to address these learning needs as well as the challenges faced by the MOOCs on its current form?; and c). what MOOC framework can be recommended to other universities and academic institutions who are planning to offer their own MOOCs? MOOC has been around since 2008 when George Siemens and Stephen Downes, created and offered the course Connectivism and Connective Knowledge, which has been widely regarded as the first true MOOC (Times Higher Education) but it was only in 2012 that the number of universities, professors, and learners who showed interest in this form of teaching and learning became significant in number to the point that the New York Times declared 2012 as the “Year of the MOOC”. The massiveness and openness nature of the courses offered under the MOOC framework definitely resulted in a wide range of learners’ profile, characteristics, learning styles, and motivations. For authentic learning to happen and to increase the course completion rates, such diversity should be considered in the design of learning and the learning management system. Results of the study showed that modern ICTs as well as the available open source plug ins can be used to address the most common learning needs of the MOOC learners. Positioning MOOCs in terms of the practical utility of the knowledge and skills that can be learned from the MOOCs should also be a major consideration as this also serves as motivation to learners to complete the course. Lastly, the quality assurance framework can be developed to address the usual challenges or criticisms against MOOCs.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Innovative T&L
Presenter 1: Brian LEE, SIM University, Singapore
Presenter 2: Sin Sing ANG, SIM University, Singapore
Slides: Download

Abstract
When it comes to research on e-learning, the main focus tends to be on communication technology instead of how the technology can be used to enhance the learning experience of learners. Too often, e-learning is pushed onto students without understanding their needs and attitudes in the first place. To address this research need, this applied study employed ELM as a referent theory to explore methods to improve the effectiveness of e-learning. ELM suggests that the degree of a receiver’s involvement in information processing will result in different routes to attitude change: central route and peripheral route. During the process, it takes Motivation, Opportunity and Ability (MOA) for receivers to think about the message’s arguments. Theoretically speaking, if we can increase the learners’ MOA, they will tend to take the Central Route to process course materials. Their involvement in e-learning will thus be higher, which will likely result in them developing more positive attitudes towards the e-learning experience. Drawing on the ELM, we examined how perceived usefulness (Motivation), gadget access (Opportunity) and IT savviness (Ability), affect the effectiveness of e-learning among learners. Delphi Technique was employed for this applied study, which was conducted at SIM University (UniSIM). Our key findings suggest that ELM can explain effectiveness of e-learning among adult learners to a certain extent. However, Motivation to access e-learning seems to stand out as a much stronger factor.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Learning analytics
Presenter: Stephen CLARKE, Blackboard, United Kingdom
Slides: Download

Abstract
The purpose of the study is to review good practice in both learning analytics and quality assurance, and in particular to identify areas where learning analytics are, or could be, making a substantial and systematic contribution to pedagogic design, via institutional quality assurance and enhancement frameworks. Quantitative analysis has been applied to learning for some considerable time. Learning technologies certainly make numerical and quantitative analysis much more achievable, and in the early stages electronic analysis of learning was characterized by diverse approaches focused on certain types of learning, particularly computer-based assessment and often focused on detailed analysis of individual performance. The Olmlets project [http://www.eee.bham.ac.uk/bull/papers-pdf/ITS06-olmlets.pdf] is a good example of electronic analysis of personal performance. The system provides learners and tutors with “multiple simple views on individual learner model data.” The associated research shows that this approach is very useful to the individual learner and to the tutor, coach or mentor looking to support learners at a personal, one to one level. However, whilst this type of approach has undoubtedly led to localized pedagogic improvements, it has generally been too fragmented to have an influence on the systematic, institutional level quality assurance and enhancement processes. At an institutional level the approach has tended to be more focused on data-based metrics. This policy document [http://www.birmingham.ac.uk/Documents/university/quality/biqaes-full.pdf], from the same institution, contrasts the institutional approach to quality assurance and enhancement. In this case the process is bringing in a range of statistical measures from internal sources, such as assessment results and module evaluation surveys, alongside external data such as the national student survey and demographic data on the learners. The data metrics being used here are, of course, a very powerful measure for showing success or failure, or even progress towards goals and targets, but they are of limited value in showing how success can be achieved or in highlighting the factors that lead to success. This is where learning analytics can bring value, by combining sophisticated analysis of not only the metrics themselves but how they have changed over time and the factors that have led to them changing. Both of the above examples purposely go back a few years, however, it is now clear that the use of true learning analytics, as an organizational tool to enhance quality and drive innovation, is generating interest. In December 2013 the Society for Learning Analytics Research, [http://solaresearch.org/], published the report “Improving the Quality and Productivity of the higher Education Sector” [http://www.itl.usyd.edu.au/projects/SoLAR_Report_2014.pdf]. This report looks at analytics initiatives for ten universities across Australia, the UK and the US. In a similar way the CETIS [Centre for Educational Technology, Interoperability and Standards – http://www.cetis.ac.uk] report [http://publications.cetis.ac.uk/wp-content/uploads/2012/11/Analytics-for-the-Whole-Institution-Vol1-No2.pdf] considers the work of ten universities across the UK and US that are starting to make institutional use of analytics data. Furthermore the Open University in the UK is now aiming to build a centre of excellence for the study of learning analytics [http://www.open.ac.uk/iet/main/research-innovation/learning-analytics]. So innovation and research are now widespread in the learning analytics field, but the question remains as to whether or not there is, so far, the potential for learning analytics to become an embedded part of the institutional processes for pedagogic management, development and enhancement. This study is based upon a combination of visits to academic providers, a literature review and other desk-based research. The regions covered Asia, Australia, New Zealand, Latin America, Europe and the US.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Learning analytics
Presenter: Hanqiong SUN, Yunnan University, PRC
Slides: Download

Abstract
With the development of information technology education and information technology to collect information about students' learning and use computer software and multimedia to show students’ invisible learning situation in a figurative and realistic way, that makes learning analytics presented in a way of visualization, which can help teachers predict the learning results, diagnose learning problems, optimize learning outcomes, improve learning strategies. Visualization has been popular applied to various fields in recent years, but less use in education, and the use of the student's learning situation is much rarely. This will lead to the separation of teaching and learning, and isn’t conductive to improve teaching strategies for teachers. A complete class teaching process includes pre-class design, lesson implementation, evaluation and adjustment after school. After checking the literature, the author find that the current researches focus on the design of teaching models and evaluation methods, but less of analysis of student learning conditions. Besides, the researches of the students’ learning situation is more concentrated on the interaction of network learning, lacking of overall analysis for students’ online and offline learning dynamic. The author mainly adopts the social network analysis on the visualization research of students’ learning situation in this paper. The research method of social network analysis divides its objects into a closed unit, and the unit can be analyzed the interaction structure, which fits the class as a group of clear boundary. This study selected a certain school sophomore class to study the students’ learning communication status and the impact of the situation on the learning performance using the analytical method of visualization. The study takes blended learning model of online and offline, and its task is to choice of a course for training and complete the entire process from design to teaching and evaluation. This course adopts the form of team cooperation and whose tasks are divided into group tasks and individual tasks. This study includes not only the students’ online interactions but also the offline communication. The author uses the questionnaire survey method to collect data, and uses social network analysis method.to give a visual presentation of the interactive network structure of students, the center degree, the condensing subgroup and the opinion leaders of the learning of the blended learning mode. And from this several aspects, the author discuss the specific situation of the overall structure of class learning interaction, the interaction in a team and between teams, and the effect of these interaction on individual and group performance, and also combined with a questionnaire survey and interview to further understand the reasons for this phenomenon. Some suggestions are proposed to improve teachers’ strategies according to the results of the research. This paper provides a method of visualization research on study analytics, by taking a class as an example to analysis the students’ learning status visually. The results of the study can not only presented teachers the overall status of students’ learning online and offline, but also provide a reference to teachers for the improvement of teaching method and adjustment of teaching strategy. The author will further explore methods and tools of learning analytics visualization for more detail of students’ learning for the next step.

Date: 18 June AM
Time: 11am-12:30pm
Topics: Learning analytics
Presenter: Yew Haur LEE, SIM University, Singapore
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Abstract
With the increase in the number of local adult learning degree programs and the proliferation of online distance learning, competition in adult learning programs among institutions has increased dramatically. As a result, every institution strives towards a marketing-orientation to enhance its competitive edge. In order to attract more qualified applicants, university administrators and educators must understand the perceptions of adult students to better attract, recruit and serve them. Previous studies on adult education have examined the characteristics of adult learners and their learning process. However, many of such studies do not differentiate adult higher education from workforce/human resource development and vocational training programs. Besides, most studies were conducted in Western countries such as the United States (Kasworm, 2011, Kasworm, 2012). In the Asian region, initial attempts in adult education were primarily focused on imparting basic literacy skills (Singh, 2002) in developing countries. Adult learners’ perceptions in the higher education learning services have not been well investigated, particularly for Asian developed economies like Singapore. Furthermore, in spite of the growth in adult learners, the high attrition rate has been of concern to many higher education institutions. Research shows that many adult learners constantly have to make compromises between their competing priorities which constitute their studies, work, families and other personal commitments (Kasworm, 2011). A better understanding of their service needs will enable higher education institutions to improve on the different aspects of the student experience. This is important because the student experience can play an essential role in shaping their choice of the institution; their decision to complete the program; and their willingness to recommend the institution to others. In order to establish service excellence in adult higher educational programs, this paper builds upon the GAPS Model of Service Quality (Zeithmal, Parasuraman & Berry, 1990), aiming at understanding the higher education service needs among the adult learners in the Singapore context. In the current research, we define the adult learners in higher education by using chronological age and additional factors such as delayed university enrolment, part-time attendance, working experience or full-time work while enrolled, and financial independence. The sample consists of 472 students from a part-time undergraduate-level course from a major university in Singapore. All students were currently employed or with at least two years of working experience. They were asked to elaborate in writing on two service gaps they’ve encountered in their adult learning experience. A text-mining analysis was then conducted to examine service needs. This study is one of the first empirical investigations on adult learners’ perceptions of service encounter within the higher education sectors among Asian developed economies. The practical implications include strategic planning by the management and raising standards at the various specific touchpoints when students come into contact with the university. The findings can be used for enhancing the curriculum as well as the university's marketing efforts in an increasingly competitive environment.

Date: 18 June AM
Time: 11am-12:30pm
Topics: mobile learning
Presenter: Eric H C CHOW, Hong Kong Baptist University, Hong Kong
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Abstract
Imbuing the importance of behaving with integrity in our students is one of the most important goals of tertiary education in the 21st Century. Higher education institutions worldwide are facing a surge of academic dishonesty aided by the advances in information technology (IT). In light of this, this project makes use of IT to combat an issue made worse by IT, and aims to help students develop the concepts of academic integrity and ethics. In particular, it aims to help students internalize their learning and adopt an intrinsic mindset to behave ethically and act with integrity throughout their professional and personal lives. Augmented Reality (AR) is an excellent tool to achieve this objective. AR superimposes digital information and communication channels on real-world environments, thus allowing educators to leverage everyday contexts for the purpose of situated, embodied learning supported by digital materials. This project takes the approach of an “AR learning trail”, in which students visit various locations around the university campus and make use of their mobile devices to retrieve different information, consider different ethical scenarios, and produce ethical responses under different circumstances. Interactive contents are retrieved using AR technologies (QR code scanning, geo-location mapping, and image recognition). Students are also asked to discuss ethical matters within an online learning management system (LMS) to reflect on what they have learned from the learning trail. This presentation will demonstrate the design of AR learning trails and activities. A pilot learning trail, Trail of Integrity and Ethics 1 (TIE 1), has been set up and trialed at Hong Kong Baptist University with two student cohorts. Students responded to a post-trail survey, which revealed a positive overall user experience and a high level of interest in the learning trail. Students also provided qualitative feedback, which suggested possible improvements to the learning activity design.

Date: 18 June AM
Time: 11am-12:30pm
Topics: mobile learning
Presenter: Ying-Hung PU, National Cheng Kung University, Taiwan

Abstract
Recently, nursing education has changed greatly because of the continued development of mobile device and information technology. The presentation of teaching materials and methods of teaching are more diversified than that in the past. Scholars thought, with the assistance of new information technology, the clinical practice of nursing education could be greatly benefited. However, most of the researches have focused on the satisfaction and usage behavior of the nurses. There are a few studies about teachers’ perspective to investigate the goodness of fit between the nurses’ actual work content and the information technology. And then it cannot further understand the nurses’ actual usage and utilization of information technology. Therefore, the participants in this study were nursing students using proposed "mobile nurse app system" which meet the goal of public health nursing practice course in regional public health center. It is important to investigate the applicability of a nursing education field for evaluating the efficacy of mobile technology. The method proposed here evaluates mobile nursing education along both macro and micro aspects, and in an effort to make mobile nursing education more sustainable. By empirical study to discuss if the functions provided by "mobile nurse app system" for nursing education met the needs of nurses in their actual work. In addition, it further predicted nurses’ actual usage and continued use willingness for nursing education and other relevant suggestions. For instance, was the system useful as a mobile assistive device in nursing education? Did the system conform to the actual work needs in nursing? Did the system promote learning results of clinical practice? The results of this study may serve as the reference for practical work and later studies in relevant topics. The structural equation modeling (SEM) is adapted in this study to test the cause-and-effect relation between constructs of the research model. Partial least square method is used as the analysis tool. Therefore, this study adapts the statistics analysis software, SmartPLS 2.0 M3 developed by Ringle, Wende and Willi (2005) to analyze data. To further understand nursing students’ actual usage to the mobile nurse app system for nursing education, we randomly chose six students for in-depth interview after the experiment. By interactive discussion with nursing students, we probed into the kernel of problems they had encountered. The experiment results showed nursing students felt interested in using the mobile nurse app system for nursing education in home-visiting practice activities and intended to continuously use it and to recommend to the nurses. They also hoped to use relevant assistive systems to learn in other practicum. Moreover, nursing teachers also thought that "mobile nurse app system" was a useful assistive tool for nursing education. They hoped to effectively promote students’ learning results of practice activities with the assistance of the mobile information technology.

Date: 18 June AM
Time: 11am-12:30pm
Topics: mobile learning
Presenter: Christopher KEYES, Hong Kong Baptist University, Hong Kong
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Abstract
The utilization of mobile technology has redesigned the way today’s courses can be delivered to students with the result that time and space no longer constrain instructors and students. Today’s learning environments have the technological means to be open to the world and support interaction styles that are fundamentally different from those encountered in the instructor-centered paradigm. For example, mobile technology provides students flexibility with respect to how, when and where learning can occur. This ubiquitous learning (u-learning) environment combines the advantages of an adaptive learning environment with the benefits of ubiquitous computing and the flexibility of mobile devices. In most ubiquitous learning approaches the physical environment is directly related to learning objectives and activities. Mobile technologies are accessible to learners experiencing time, place or situational barriers, thereby offering adaptability to their individual needs and learning styles, as well as the flexibility of pervasive mobile applications (mobile apps). However, the use of mobile applications in a learning environment does not change the essential aspects of how students learn - prior research shows that there is greater learning when students have the capability to physically move their own learning environment with them and seamlessly and flexibly obtain information about the context of their learning. Despite the ubiquity and flexibility of using mobile applications, one key challenge is that technological, instructional, and pedagogical developments have not been integrated so as to transform learning environments that are productive and user-centred. Based on prior work, this paper addresses the pedagogical challenges of mobile applications including the integration of instructional content and interactivity of learning process to support ubiquitous learning.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: digital education
Presenter: Ivo MARTINIK, VŠB-Technical University of Ostrava, Czech Republic
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Abstract
The term rich-media describes a broad range of digital interactive media, through which it is possible to share and transfer information and communicate in various ways. Moreover, rich-media enable interactivity, i.e., bidirectional communication. The characteristic feature of the rich-media technologies is their accessibility on-line or on-demand, followed by the support of the dynamics of changes. Currently, there are several theories dealing with various aspects of the rich-media implementation, such as Media Richness Theory (Daft, 1986), Media Naturalness Theory (Kock et al, 2008) and Social Presence Theory (Short et al, 1976). Rich-media is increasingly used also in the support of education, where the complex visualization of the educational process becomes the necessity for the overall transfer of information from teacher to students. The issue of majority aspects in implementing rich-media technologies at selected universities in the Czech Republic is dealt with in the MERLINGO project (MEdia-rich Repository of LearnING Objects) (MERLINGO, 2015). Although the IT technologies penetration reaches the world standard within the Czech population, and the Czech Republic belongs to the main hot spots of computer industry internationally, the exploitation of the new technologies including the rich-media technologies in everyday teaching and learning is far behind expectations. This is rapidly changing in a group of six secondary schools involved in the current project “Clever helpers for teaching - using ICT in a simple and creative way” run jointly by the Ostrava University and the VŠB-Technical University of Ostrava. Based on the earlier pilot project at one of them, the Slovanské gymnázium in Olomouc, and under the technical guidance by the VŠB-Technical University of Ostrava, new approach to rich-media based interactive materials has been introduced, including completely symmetric asynchronous communication channels between teachers, students and their parents. The talk will present the findings from the project. In particular the experience with the new revolutionary programming system EduArt (EduArt, 2015) featuring unique characteristics in this area of rich-media recordings complying with demanding requirements of teachers in the availability and quality of presentation recordings, that is beeing used also for the asynchronous communication purposes, concrete results in the area of moble devices deployment in the educational proces of selected secondary schools, developed methodology for the support of students with special needs mainly at the frame of “barrier-free” information access to records of presentations which are adapted to needs especially in students of locomotive, visual and aural disability, and other results of the above project We shall also draw attention to further developments in this fascinating area of future education. References Daft, R. L. and Lengel, R. H. (1986) ‘Organizational information requirements, media richness and structural design‘, Management Science, vol. 32, no. 5, pp. 554-571. EduArt (2015) Education Art [Online], Available: http://www.polymedia.cz/eduart.php [10 February 2015]. Kock, N., Hantula, D.A., Hayne, S., Saad, G., Todd, P.M., and Watson, R.T. (2008) ‘Introduction to Darwinian perspectives on electronic communication‘, IEEE Transactions on Professional Communication, vol. 51, no. 2, pp. 133-146. MERLINGO (2015) Media-rich Repository of Learning Objects, [Online], Available: http://www.merlingo.cz [10 February 2015]. Short, J., Williams, E., and Christie, B. (1976) The social psychology of telecommunications, London: John Wiley.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: digital education
Presenter: Jayems DHINGRA, SIM University, Singapore
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Abstract
The pedagogy and the modes of learning at tertiary institutions have evolved at a much faster pace in the last two decades as compared to over the entire twentieth century. The driving force behind this fast paced evolution is undoubtedly the advancement of Info-com Technologies (“ICT”) and the cognitive pattern of the new generation (“Gen Y”) learners. The ICT devices and tools have not only influenced the Gen-Y learners to become mobile learners, but the impact is equally significant on majority of conventionally educated working adults, undertaking courses of higher education. The availability of digital content, e-learning courses, virtual classrooms and collaborative learning is now ubiquitous. This raises challenges for the adequacy of pedagogy to ensure that the quality of the education is not impaired, despite the change in modes of delivery. The unrestricted access to varieties of digital contents both scholastically developed and uncontrolled and opinionated contents on the internet, raises the serious question of whether the learning outcomes of the virtual learners are with validated quality. This paper aims to identify the dimensions of the quality for assessing the curriculum and the delivery mechanism for online courses. The paper reviews the relevance of the prevailing accreditation standards for higher education, with the objective of ensuring that what is being delivered is critical for shaping the future of the future generation. Innovative tools and visualization of the content for attracting learners need not necessarily imply enhanced quality of the education. ICT is a tool or a mere delivery medium and not the subject matter of teaching the learner. The Part B of UK Quality Code for Higher Education (Quality Code) provides a reference standard for measuring the quality of the programme development in an institution. The US Department of Education also publishes regulations for both online and face to face programs and accreditation standards. Similar accreditation criteria can be found in number of well reputed universities and education departments of some countries. A comparative overview of assessment standards for quality of higher education from some major regions reflects that these regulations and quality codes do not adequately address the issue of pedagogy specifically for online teaching. Therefore the second question in this paper is how to assess the quality of the content coupled with the powerful pedagogy in an ICT rich environment. The authors of one of the Australian Research Council project for improving university teaching, summarise in the report (Shirley Agostinho et al., 2013), “Quality teaching and educational experiences are considered critical to equip a diverse range of students with the lifelong learning skills essential for full participation in contemporary society.” The key focus of their empirical research was to create learning designs, which can support the integration of pedagogy, technology and rich content of the practitioners. It is not uncommon to observe that young learners are heavily dependent on the e-gadgets in their daily lifestyle activities, including coursework. They are more prone to finding easy solutions available on the web to meet their coursework assessment requirements instead of spending time on scholarly materials in libraries or read the digital text provided by the institutions. This drawback is merely due to temptations of surfing for answers from articles on the internet, Wikipedia or popular search engines like Google, Yahoo etcetera. Such a characteristic was not so prevalent in a face to face traditional classroom setting under the supervision of the teachers. This cognitive behaviour leads to the third question. Does the quality of the digital content and online curriculum provide adequate guidance and cultivate discipline in the learners, to seek out the streams of knowledge by their own research in depth, of the subject matter, thus laying a strong foundation and intellectually conducive atmosphere for nurturing innovators and academics of the future. The objective of this paper is to define an appropriate pedagogy in which the desired focus shall be for fuelling the evolution process in the minds of the Gen-Y learners, besides teaching for a designed curriculum and expected learning outcomes to meet the job market, national policy and industry requirements. The design of the pedagogy will determine, how the content being delivered have the impact on the way it is received, retained, filtered down, or can sow the seeds for further evolution. This paper evaluates the three perspectives on learning and three sets of pedagogic priorities (Terry Mayes & Sara de Freitas, 2013) in context of technology-enhanced learning. The main finding of the study is that besides the robust design of the curriculum, the three dimensional pedagogy with simultaneous delivery of theoretical content, context and practical application, made possible by use of the ICT, can be most effective for high quality online teaching and learning.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: digital education
Presenter: Oriel HERRERA, Universidad Católica de Temuco, Chile

Abstract
E-learning has had a rapid growth in recent years and will continue to increase (Gamboa & Carballo, 2010) (Peretó, et. al 2010). The doubts of quality are becoming less. Given this scenario, most universities try to develop this teaching strategy. However, it is difficult for traditional universities implement a model to ensure a minimum quality standard (Kidney, Cummings, & Boehm, 2007), due to the complexity involved given the particularities of traditional universities (Mendiburo-Seguel & Reininger, 2011).

This article presents a case study at the Catholic University of Temuco, Chile; which formally began in 2014 with the implementation of an e-learning model in undergraduate, graduate and longlife learning. The methodology used to implement the model considered; selection and design of courses and e-learning programs, training of teachers and tutors, adjustment of internal management and technology processes which involved online student as well as quantitative and qualitative instruments that show the impact of the project.

From the above and as a result, it was possible to identify the main barriers to implementation, and to define strategies that facilitate this implementation.

The main barriers identified are:

The diversity and heterogeneity: We can identify two ways. First, the different disciplines of a university have rooted their teaching strategies, existing more theoretical disciplines, other very practical, a lot of lab, a lot of reading, etc. This leads to cope with different methodologies and educational scenarios at the time of implementing e-learning. And second, the existence of particular e-learning initiatives that have emerged in different areas. These initiatives already have a functioning and gear that does not facilitate the adoption of a new e-learning model.

IT support and procedures: Computer systems are designed to work with traditional students. Changes for including procedures involving e-learning are required.

Technological and methodological teaching gap: Teachers have weaknesses mainly on methodological aspects, biased by the traditional way of teaching. Also, because e-learning involves the intensive use of technology, there are important gaps to be addressed in the faculty.

The strategies adopted to address these barriers were:

Institutional Socialization Project: Two strategies were used for socializing. A bottom-up approach where teachers who have experience in the use of technology and elearning initiatives were identified. With these teachers, the first pilot programs arose, and they are the ones responsible for disseminating and socialize toward peers and superiors elearning strategy. And a top-down approach, with the institutional support, socializing from deans to academic units the elearning model.

Development of management software modules: requirements are collected with the direction of technology, in order to implement the software modules to support specific procedures for elearning (tuition, library, Certification).

Model support and monitoring: It is channeled through the creation of a Centre which provides multiple elearning support services to faculty, providing experts for the preparation of materials, course design, monitoring students and teachers, etc.

Teacher training: Preparing teachers in methodological and technological aspects,

A model that related these e-strategies with the barriers was defined.

Developing an e-learning module in a traditional university is not an easy challenge. Each university has its particularities, but there are some common aspects that were presented in this article.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Innovative T&L
Presenter: Crisencio TENEBROSO, Institute of Technical Education, Singapore
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Abstract
The increase trend in the use of electronic documentation in the healthcare environment is an integral part of safe and appropriate clinical practice. According to College of Nurses of Ontario (2002), all healthcare practitioners are accountable for maintaining health records as an inherent responsibility within their duty of care. L. Baillie et al (2013) stated that without formalized training, students’ opportunities to develop competence in the use of electronic documentation would be limited. The study’s aim is to provide an authentic platform to train ITE Nursing students to improve quality patient care through the integration of healthcare informatics. Hence, an electronic documentation system was created for students to practice documentation electronically. The objectives focused on increasing students’ readiness in using electronic patient record during their industrial attachment. The electronic documentation system would aid students to reduce time and effort when documenting patients’ data, promote legible, complete and accurate reliable transcriptions thereby reducing error on patients’ records such as vital signs (e.g. blood pressure, temperature) and facilitate smooth communication between healthcare team personnel. The study also looked at comparing and contrasting similarities of the school’s macro program against the hospital’s e-documentation system and student’s competency level in the use of e-documentation. The outcomes of the study aim to achieve long term benefits in contributing to safe patient care. The e-documentation system was completed and implemented at the Centre for Healthcare Simulation Training during the term Jan 2014 to March 2014. A feedback survey and focus group discussion with a randomised sampling of 10 lecturers with varying teaching experience, 13 students whom had just completed their first clinical practice and 4 clinical educators (IA stakeholders) was conducted. The findings indicated that students were not given the opportunity to utilise the hospital’s Computer on Wheels (COW) system and were experiencing difficulties integrating the paper-based documentation taught in school versus the electronic documentation used in the hospitals. In a bid to bridge this theory and practice gap, a macro program using Microsoft Office was developed and implemented to mimic that of the (COW) system. The programme allowed ITE to remain the first educational institution to provide such an authentic platform in vocational training. The macro program catered towards the current needs of ITE Nursing students and the prototype system was subsequently introduced to all students when rotated for simulation training as part of their practical lessons. Students now had direct hands on experience in entering parameters of the simulated patient. The overall findings of the study were encouraging and the hands on experience allowed a reduction of error in documentation and thereby ensuring improvement in quality patient care.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Innovative T&L
Presenter: Stephen ROWE, Southern Cross University, Australia
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Abstract
This case study describes the 2015 adoption of a learning conversations framework for the peer review of teaching (PRoT) in online and blended learning environments across multiple Schools at a regional Australian university. The adoption is one outcome of the approach trialled in 2014 as an Extension Grant funded by the Australian Government Office of Learning and Teaching (OLT). Key lessons identified from the 2014 trial are presented to highlight their adoption and relevance to the 2015 adoption that is running across the first two of three institutional teaching sessions. 16 participants in 2015 represent four of the six academic Schools of a medium size, regional university (3 primary campus locations), with a substantial portion of its students studying by distance education where blended learning (a blend of face-to-face and online) continues to evolve. PRoT is not widespread as a means of enhancing teaching quality and the Schools represented are supportive of the opportunity to trial and better embed PRoT processes into their learning and teaching culture. Broadly speaking, in a university context PRoT refers to the practice of an academic colleague giving and receiving guided critique on a teaching colleague’s teaching practices (Burrows et al. 2011). Peer review is typically formative or summative and characterised as evaluative, developmental or collaborative (Gosling, 2002 in Hammersley-Fletcher & Orsmond, 2004). Learning conversations are reported as an effective form of collaborative learning supporting intrinsic motivation and enhancing a readiness to change behaviour (Ambler et al. 2014; Clarke et al. 2013; Gosling 2009). The conversational PRoT used in this case study is formative and designed as collaborative and reciprocal, where colleagues are encouraged to engage in conversations positioning both parties as peers and equals in the process. Evidence is provided supporting it is the discussions with colleagues that allow them to ‘make sense together’ of online teaching, to reflect on their own practices, model best practice and observe them in the activity of colleagues (Swinglehurst et al. 2008). While peer review of online and blended learning is becoming more widespread limited research is still reported (Applebee, 2014). By describing the broader adoption efforts in the way the learning conversations process is being implemented in 2015 this case study contributes evidence demonstrating the relevance of the approach to the enhancement of teaching in online and blended learning environments. The three intended outcomes for 2015 adoption are (a) facilitation of professional development in blended and online learning and teaching practice; (b) enabling a sharing of practice about learning and teaching in blended and online environments across the regional university; and (c) develop a culture where conversational peer review supports and encourages the development of professional practice around learning and teaching for blended and online environments.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Innovative T&L
Presenter: Sin Sing ANG, University of Antwerp, Belgium
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Abstract
The goal of this study is to understand how adult learners use digital media in formal and informal learning contexts. This study targets adult learners (of at least 25 years and above) who are working full time and studying part-time for a tertiary degree and above. The use of technologies in learning is of considerable interest in educational research. Much has been written of, on and how technologies and new digital media such as blogs, Facebook, twitter and other Web 2.0-based internet applications affect children and young people (Sefton-Green 2005, Ellison, 2007; Selwyn, 2009; Flanagin and Metzger, 2008). Much has been researched on how educators could leverage them from formal learning to informal learning were done (Trinder et al., 2008, Looi et al., 2010). However, less is said about how adult learners use digital media in formal and informal learning. Given the pervasiveness of technology, this study investigates how adult learners use digital media in both formal and informal learning contexts. We learn all the time. The seamless transition between formal and informal learning is aided by the pervasive presence of digital media: from the devices we own to the many applications for every conceivable activity we engage in (Looi et al., 2010). Digital media is a fairly new term and embraces technical possibilities so that image, text, sound, numbers are brought together in a same technological platform (Drotner et al., 2008) enabling people to interact socially, through play, creativity, networking and collaboration (Weigel, James, Gardner, 2009). It goes beyond the computers focusing on the format of content delivery (Masters and Nykvist, 2006) and also encompasses the idea of diverse hardware, software and technologies to promote communication of all digitalised materials (Weigel, James, Gardner, 2009). This study uses mixed research method to answer the following questions: “How do adult learners use digital media in formal curriculum” and “How do adult learners use digital media outside of formal curriculum”. Taking reference and improving on Clough’s mobile learning framework (Clough et al, 2007), digital media activities are categorised according to the main pedagogical categories to investigate formal and informal learning patterns. An online questionnaire was developed. Both qualitative and quantitative data are being gathered. To help classify and identify usage trends, participants were asked the types of digital devices they own, the frequency and duration of use and what they deemed as the most important digital device for them. To understand how adult learners use digital media, participants were asked which digital devices they use in and outside their formal curriculum; the websites, apps and activities they engage on digital media in and outside their formal curriculum; the websites, apps and activities they engaged in for their own learning that are not required in the formal curriculum. A link to the survey was sent to approximately 200 students enrolled in the Executive Programme and Executive Masters Programme in Antwerp Management School. Data is currently being gathered and preliminary findings should be available at the conference paper presentation in June 2015.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Innovative T&L
Presenter: Ying Hui CHAN, Institute of Technical Education, Singapore
Slides: Download

Abstract
This paper presents a learner-centred eLearning approach by empowering learners in the context of Technical Education. Inspired by the Partnering Pedagogy (Marc Prensky, 2010), using technology is the students’ job; the teachers’ job is to coach and guide the use of technology for effective learning. Marc Prensky advocates that digital technology is the enabler, allowing students to teach themselves in ways they couldn’t in the past; students know that digital technology represents the tools of their time as people growing up in the early 21st century, and they want to use these tools, as deeply as possible. The core elements of active learning are student activity and engagement in the learning process, and active learning is often contrasted to the traditional lecture where students passively receive information from the instructor (Michael Prince, 2004). A pedagogical model is implemented to realize the goal of engaging and empowering learners in the creation and implementation of eLearning, the Empowering ELearning (EEL). The paper addresses the need to equip learners with 21st century competencies, including communication, collaborative and information skills. Learners were introduced to a topic of a website programming module, and through facilitation, active learning had taken place. Learners were required to post questions and have collaborative discussion among their peers (group of 6). The outcomes from the collaborative discussion were translated into the eLearning material. By empowering learners to be leaders in active learning, innovative eLearning material was designed and developed from the learners’ perspective. It serves as an innovative learner-centred teaching practice. The methodology of empowering learners in their studies incorporates teaching strategies with a blend of kinesthetic, visual and auditory styles. Most of the students are able to learn effectively with a combination of visual, auditory and kinesthetic activities. In a study with 29 students, the students were divided into 5 groups, underwent collaborative discussion. With differentiated learning approach, 2 student leaders were identified and empowered to be the peer leaders. With facilitation, the 2 student leaders then developed the eLearning lesson. The eLearning lesson was then distributed to the 29 students and survey was conducted. Students’ feedbacks show that they would like to be involved in EEL and to be given chance to have similar lessons in their studies. A survey was conducted to capture students’ perception on the proposed active learning approach. The students rated the survey questions using Likert Scale (Strongly Disagree: 1 point; Disagree: 2 points; Undecided: 3 points; Agree: 4 points; Strongly Agree: 5 points) and the mean calculated from the responses is 3.58 points (sample size is 29), which is above average. This shows that students generally would want the idea of using the proposed active learning approach, EEL in their studies. The survey question with the highest mean, 3.79 points, indicates that students, in a nutshell, like to use eLearning material developed by their peers for revision.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Innovative T&L
Presenter: Yik Sheng LEE, Tunku Abdul Rahman University College, Malaysia
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Abstract
Google Classroom is a new cloud service offered by Google freely to all education institutions worldwide who have deployed Google Apps for Education. Google Classroom offers a simple learning environment where students can easily submit their assignments for discussion and grading by integrating Google Drive as the platform for authoring, storage and organization. Classroom provides affordances for various learning approaches e.g. collaborative learning, blended learning, and mobile learning. The “stream” in Classroom facilitates discursive activities like popular social media platforms. There is a seamless continuity of learning experience from face-to-face tutorial to online assignment submission and evaluation. The availability of a mobile app for Android and iOS allows Classroom to be utilized in personal mobile devices. It also encourages teachers and students to take responsibility for their teaching practices and learning experience by giving them a greater control. Teachers and students manage themselves without the need of an IT administrator. Teachers create their own “classrooms” and in any quantity they desire. Students are given the tools to contribute their own content and opinions. Personal communication is facilitated through Gmail integration. This paper reports results of an initial survey conducted on students and teachers who are using Google Classroom as a pilot test. The purpose of the survey is to understand the perception of the students and teachers concerning Classroom. Two teachers are involved in the pilot test where three classrooms are created for about 120 students. Two classrooms are used for media and public relations subject matter and one is for computing. Overall, the feedback is positive with over 80% of the respondents indicated that Google Classroom is useful and they want other teachers to use it for their subjects. Although Google Classroom supports different learning approaches, the students seem to prefer an information dissemination or content centric approach. They also prefer a strong teaching presence and didactic approach rather than the collaborative style of learning. The students also ranked the lowest rate of approval for the use of the mobile app. This pattern of response from the students indicates that the potential of Google Classroom to promote various forms of learning approach does not necessarily translate to actual implementation and perceived benefits. A concerted effort from the teacher to inform and educate the students on how to best make use of Google Classroom is required.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: e-assessments
Presenter: Siu Cheung KONG, The Hong Kong Institute of Education, HKSAR

Abstract
Academic integrity is about ethics and moral code in academia, which is a very seriously issue in teaching and learning especially in higher education, where a lot of educational activities occur online. Online discussion forums are usually applied as platform tools for learners to exchange ideas during the e-learning processes in higher education. On one side, such tools improve the efficiency for the communication of the learners, however, on the other side, such platforms also promote the chances for cheating and plagiarism, lowering down the academic standards in online study. Therefore, it is very critical to reinforce the importance of academic integrity and ethics within students while they are involved in publishing materials online. However, the focus of this paper is not to propose a specialized plagiarism checking tool to examine the percentage of similarity of learners’ work online. On the contrary, we provide specialized activity-based training applying blended learning on the topics about academic integrity to university students in Hong Kong with Augmented Reality (AR) tools as a learning medium. Two online discussion sessions in a Blackboard forum are organized, namely, the pre-training and the post-training discussion on the topics of academic integrity. Text mining algorithms are then applied to automatically analyse the two online discussion sessions based on the concepts and keywords the teachers designed. In our blended learning, the teachers will first design several key concepts about academic integrity and ethics, which they plan to let the students learn during the activity-based training. Then under each concept, the teachers will further design several keywords that they think are the most essential words the students should mention during the online discussion. There are currently three batches of activity-based training performed in our blended learning, namely, the students from CHTL, the Graduate Ambassadors (GA), and the Research Postgraduates (RPg). In each of the three batch training, the students will first participate in a pre-training discussion about academic integrity, then take part in the activity-based training using an AR tool to guide them tour through the university campus to address several location-based questions on academic integrity to study the knowledge on the topic, finally after the training each batch students will discuss online again about academic integrity as a post-training discussion in the Blackboard forum. We provide an automatic text analysis for both the pre-training and the post-training discussion base on the concepts and keywords the teachers designed for the students to discuss. In Hong Kong both English and Chinese are popular language, thus we design our text mining system carefully supporting not only English but also Chinese word segmentation for a mixed-language analysis. Our specially designed text mining for discussion analysis allows automatic matching of keywords supporting singular/plural forms and different tenses. Finally, we are able to ascertain the changes in students’ perceptions and behaviour of academic integrity before and after the blended training in discussion. Therefore, new teaching strategies can be made to further enhance the students’ understanding of academic integrity concepts via online discussion analytics in learning.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: e-assessments
Presenter: Guan-Yu CHEN, National Cheng Kung University, Taiwan, ROC, Taiwan
Slides: Download

Abstract
Emotions greatly affect learners’ task performance, especially in a self-assessment testing. When learners conduct tests in an on-line self-assessment system, how to help them control their emotion becomes an important issue. From the perspective of flow theory, if a testee’s ability match the difficulty of tests, he/she may be in a state of flow. In other words, he/she is in a state of paying full attention on testing. Yerkes and Dodson (1908) developed an empirical relationship between arousal and performance, which named the Yerkes-Dodson law. This law indicated that a person’s performance increased with mental arousal, but if the levels of arousal became too high, his/her performance decreased. Cox and MacKay (1976) redefined the law by emphasizing the psychological phenomenon of the stress. If a person's stress is too low, he/she may feel boring. Oppositely, if a person's stress is too high, he/she may break down. This process can be illustrated by an inverted-U curve such as Fig. 1 (Payne, 2005). There exists a best performance that can be found under certain ranges of stress levels. When a person is in a state of flow, his/her performance is at the top of the performance curve. This study aims to develop a self-assessment system that can reinforce testee’s flow experience. Through employing neurofeedback techniques, this testing system can automatically adjust the difficulty of test items to prevent testee from boredom or anxiety. Testee’s stress levels are controlled at the areas around the best performance. In order to archive this goal, the first is to find the ranges of stress levels at the best performance. Three test item banks are constructed on the topic of “Marine Resource Conservation” with the difficulty levels of easy, difficult, and mixed (middle). A physiological device that produced by NeuroSky company is adopted to measure brain states (Meditation). The value of meditation measured by the device are recognized as a testee’s stress levels. And then, a testee is required to conduct the easy, difficult, and mixed test sequentially. The stress levels measuring from the easy tests are used to determine the bound value of boredom. On the other hand, the stress levels measuring from the difficult tests are used to determine the bound value of anxiety. Finally, the results of mixed tests can be used to verify the determined values of boredom and anxiety. After the bound values of boredom and anxiety are determined, the self-assessment system can automatically adjust the difficulty of test items according to neurofeedback. The testee’s stress levels are controlled in the area of best performance to reinforce the flow experience in online testing.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: e-assessments
Presenter: Joane SERRANO, University of the Philippines Open University, Philippines
Slides: Download

Abstract
The phenomenal and exponential growth of courses offered through e-learning has raised the concern of education and assessment scholars. In e-Learning, there are few issues, concerns and challenges faced by teachers and administrators. Among these issues are security, reliability and validity, feedback, invigilation system, and technical requirements. Although universities offering e-learning have come up with their own e-assessment system, these issues still persist among educators. This study documented the development and implementation of an e-assessment system piloted in three graduate online courses. The aim of this study is to determine the issues and challenges on the development and implementation of e-assessment system encountered by the teachers, assessment expert, developer as well as the students enrolled in graduate online courses. The e-assessment team and the students reflected on how the e-assessment system was grounded on assessment principles and sound practices. Reflections of the assessment team and students enrolled in the online courses were analyzed using thematic analysis to surface the issues and challenges they met. Results of this study backed up the need for a stronger e-assessment system and framework. Universities should continuously review its assessment processes and practices as part of its instructional delivery and quality assurance. Although, there is hesitance and skepticism on the use of information and communication technology or ICT in assessment, the current learning mode and varying needs of the students necessitate its use. Findings from this study will help teachers, educators and educational institutions in general in designing and adopting assessment system and framework.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: social media
Presenter: Tony HALIM, SIM University, Singapore
Slides: Download

Abstract
The use of social media in enhancing academic learning is widely researched. There has also been research work done in studying the correlation between social media usage and student engagement. Student engagement includes participation in student organizations, interactions with teaching staff and other students. According to the student involvement theory, the greater the student’s involvement in school, the greater will be the amount of student learning and personal development. Also, when students do not feel sufficient engagement, this might have implications on their lesson attendance, hence potentially affecting their academic performance. This paper proposed a conceptual model that aims to integrate the use of social media and student engagement to bring about better attendance and academic excellence. A student survey was conducted to uncover commonly used social media platforms. Facebook, Twitter and WhatsApp easily ranks among the most commonly used platforms in terms of daily usage. The strength of social media lies in its ability to allow two-way communications and it’s anytime, anywhere interactions. Through better communications and interactions, educators are in a better position to engage students in terms student engagement leading to better attitudes to learnings and possibility of improving academic performance. For this paper, a literature on lesson attendance and academic performance is presented. It sets the motivation for this study. This is followed by a presentation on student engagement models. A survey on social media usage was conducted to uncover the current trend in social media usage among students and will be discussed in the next section. Following that, the impact of social media on student learning will be analysed based on the feedback from the survey. This sets the motivation behind the proposed student engagement and student learning model which will form the contribution of this paper.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: social media
Presenter: NguyenThi Khoi BUI, Australian National University, Australia
Slides: Download

Abstract
Rapid evolution of modern technologies has effectively facilitated online communications across boundaries; however, not all information technologies are free and useful for English language teaching. This paper addresses this issue by introducing the successful application of such free web 2.0 tools as Webs, Jing, YouTube, Skype, Google Docs and DropBox that constructed the multimedia-based and culturally embedded IT-HELPS exchange program between students of a Second Language Acquisition class in the United States and an English as a Second Language class in Vietnam in 2012. 'IT-HELPS' is the abbreviation of seven topics used in this eight-week online exchange program: Identity, Taboos and Stereotypes, Holidays, Education and Entertainment, Languages, People and Places, and Social Issues. In-depth qualitative data were collected from six semi-structured interviews with students and teachers of this online intercultural exchange and then analyzed in reference to Byram’s (1997) definition of intercultural communicative competence as well as its five principles. The research findings suggested that the use of free web 2.0 technologies in such IT-HELPS exchange activities as video sharing, discussion forums, collaborative group projects, and video conferences enhanced participants' intercultural communicative competence and cross-border academic collaboration despite the failed communication in some collaborative tasks. New avenues and suggestions are also discussed in this paper to advance future research into the benefits of using online intercultural exchanges to facilitate intercultural language teaching and learning.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: social media
Presenter: Devandran APPARASAMY, Sunway University, Malaysia
Slides: Download

Abstract
Communication with students is important to engage the students and involve them in a particular subject. Actively engaging the students in and/or out of the class, has resulted in improvement of academic results and the interest for the subjects (Dunleavy, Willms, & Milton, 2012; Nagel & Kotzé, 2010; Sim & Vogel-Heuser, 2010). Methods used to engage students in the class are question and answer, demonstration of concepts, hands on in laboratory, round robin of questions and answers, etc. [references needed]. Methods implemented to encourage students to learn outside the classroom context includes blended learning (Maleko, Hamilton, & D’Souza, 2012; Vosloo Steven, 2012), internship, project based learning, etc. A simpler form of engaging the students can be as simple as sending them a few messages between the classes to remind or motivate the students to work on the lecture content. Studies have shown that these methods, encouraged the students to work on the subject content (Hussin, Radzi Manap, Amir, & Krish, 2012; Ismail, Bokhare, Azizan, & Azman, 2013). This research takes place in the American Degree Program in Sunway University, for Science, Technology and Engineering subjects. The formal channel of communication was not effective between the faculty and the students. Each students are assigned an e-mail account upon registration. However, not many students check their mail regularly. Based on the feedback from the students, it is found that, the most frequent was "the students checked it a few times a week". On the other hand, the least frequent was, “the students checked it once per semester". There were even students who have never logged on to their student account. This posed to be a problem as students are not aware on availability of lecture contents, preparation that needs to be done before class, or any last minute changes to the class. The department uses a learn management system, to host subject materials, assessments and discussions. However, the content are rarely visited or only visited when the lecturers request the students to do so in class. Students would inform the lecturer that they are not aware of new materials were uploaded or they were supposed to finish the reading before class. An e-mail notification would be sent to the students when there are new materials, assessments or discussion posted on the Learn Management System (LMS). However, this notification would not be of use as students do not log in to the student email account. A more effective way of communicating and engaging students need to be identified. Among the tools identified to communicate with students outside class time are social network services (SNS), for example Twitter, Google+, and Facebook; and mobile phones communication, for example Whatsapp messenger and SMS. The most common communication method between faculty and students is through e-mail or phone calls (can be fixed telephone or mobile phones) when it is urgent (Green, 1999; Jones, 2002). The faculties are not provided with department phones and they would like to keep their contact confidential. Therefore, this requirement eliminates the possibility of implementing SMS, and Whatsapp messaging. Another disadvantage of SMS and Whatsapp messaging is the faculty would need to have the students’ mobile phone number. The faculty is left with using SNS. From the three options considered, the faculties chose Facebook as it is recorded that more than 80% of tertiary students in Malaysia have a Facebook account (Abd Jalil, Abd Jalil, & Abdul Latiff, 2010; Danyaro, Jaafar, De Lara, & Downe, 2010) The faculties created Facebook group for each of the subject and students are requested to join the group. The faculties are then required to post at least two to three messages each week. The measurement instruments are questionnaire for the students, interview with the faculty and reviewing the Facebook postings in the group. The experiment was conducted through two semesters and among the identified conclusions are: • Facebook encourages the class engagement • Factors influencing the engagement in Facebook includes o the “automatic notifications of updates o The ease of posting comments, documents, or photos • Students are comfortable with Facebook as a tool for discussion

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: Learning analytics
Presenter: Shanxun REN, Yunnan University, PRC
Slides: Download

Abstract
The age of big data that data can drive learning and analysis can change education has already arrived. People have paid more and more attention to how to use analysis technology to construct some educational models and discovery the correlation between education variables. All these works are aimed to enable provide effective support for education decisions. The value of learning analysis is how to facilitate student learning by adjust teaching though the data of student learning process. Therefore, the study introduced the idea of how to use learning analysis into the student learning process. In the specific application, the study collected the detailed practice data which students solved the problem in every knowledge unit. And then the study processed the fine-grained education data and analyzed problems that produced in the students learning process. All these processes are based on the skill of learning analysis.analyzed problems that produced in the students learning process to locate students’ learning needs exactly. So we can influence the students’ learning problems in acquiring knowledge, using method of learning and educating learning attitude that different student met. After that, we can provide students a detailed feedback and recommendation on learning with manual. The study provided appropriate study in appropriate time with appropriate way. We can understand different students better by the thought of big data and using the fine-grained education data produced in the students learning process. Therefore, we can comprehend every student’s real learning situation, provide the scientific basis for individualized teaching, meet the demand of individualized learning and help students to acquire knowledge and boost efficiency in studying. The study found that students can acquire instant feedback and clear the problem they met by use learning analysis. Teachers can adjust the teaching contents and training mission to make a best teaching plan to promote students’ learning. The study confirmed the effectiveness of the assessment and feedback of students’ learning by contrastive analysis on the teaching practice result. This teaching method had accepted by students and make students satisfied with their learning effect.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: learning analytics
Presenter: Pui Mun LEE, SIM University, Singapore
Slides: Download

Abstract
In the past few years, SIM University [UniSIM] has embarked on an ambitious target to adopt e-learning for its undergraduate curricula. The School of Business at UniSIM, like other schools in the University, has worked towards achieving adoption target as set by the institution, which is to have 50% of the School’s undergraduate courses converted into e-courses by end of 2015. The School of Business achieved the 50% target by the end of 2014. The goal of this paper is to discuss the experience of the process towards adopting e-learning and to use learning analytics to evaluate the outcomes of the adoption of e-learning, and also to identify critical success factors for adopting e-learning in the curriculum. A list of key success factors will be presented and findings on exploratory review of general student performance in specific courses prior to and after adoption of e-learning will be discussed. The findings suggested that student performance remains largely similar prior to and after adoption of e-learning despite the fact that the adoption of e-learning requires students to step up self-responsibility in learning and to take on a larger role as an independent learner.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: mobile learning
Presenter: Joey CHAN, Hong Kong Baptist University, HKSAR
Slides: Download

Abstract
A clickstream is the recording of the parts of the screen a computer user clicks on while web browsing or when using a software application. In e-learning activities in which decision-making by the learners is required, clickstream data become especially useful for teachers to visualize how learners go through the learning process. By applying clickstream tracking, teachers also have the opportunity to examine the effectiveness of the e-learning activity design. Although there is an increasing trend towards analysing clickstream records to understand user behaviour patterns in e-commerce, there are as yet few studies on the effective use of clickstream data by teachers for tailoring learning activities. This presentation will discuss how clickstream tracking is applied in an ethical-induction learning trail project, in which students visit various locations around a university campus, make use of their mobile devices to retrieve different location-specific information, consider different ethical scenarios, and produce responses under different circumstances. The clickstream data reveal how some learning activities are more effective in engaging students to explore ethical choices. The analysis of the collected data can assist teachers to better embed e-learning activities in the curriculum to enhance student learning.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: mobile learning
Presenter: Ronnie SHROFF, Hong Kong Baptist University, HKSAR
Slides: Download

Abstract
Mobile applications are becoming more pervasive, impacting educational practices across learning contexts, subsequently changing the landscape of education and the ubiquity of smartphones among end-users. This paper focuses on the pedagogical implications of a crossword puzzle mobile application (mobile app) developed for teaching of vocabulary to students for language learning. The crossword puzzle mobile app is a game that makes the teaching-learning process attractive to students for the effective acquisition of vocabulary. Not only does the crossword puzzle app offer a degree of challenge that motivates students to try to solve the puzzle by making learning exciting and rewarding, it also offers the opportunity for students to practise and repeat the sentence pattern and vocabulary, which in turn assists in the improvement of students’ performance in English. From a pedagogical perspective, making inferences, evaluating choices, and drawing conclusions are key skills essential for completing crossword puzzles, and hence, the use of a crossword puzzle app not only helps learners widen their vocabulary but also deepen their mastery of the English lexis.

Date: 18 June PM
Time: 3:30pm-5:00pm
Topics: mobile learning
Presenter: Warren LINGER, Hong Kong Baptist University, HKSAR

Abstract
The concept of Simultaneous Media or the “second screen” has become a focus for mobile marketing professionals around the world. The present study focused on enabling students to proactively make use of their mobile devices as their own ‘second screens’ to collaborate with one another, search topics and ideas on the internet and submit findings in real-time in the classroom. As the only tools required were smartphones, students were able to easily access course materials and collaborate in class, at home, or anywhere they had internet access. By using these tools, students were able to work together in the classroom as apprentice researchers, enabling them to find and analyze ideas, use higher level cognitive skills to discover, evaluate, generate content and moreover, assess their own findings. The students’ submitted data and experiences were analyzed using Csikszentmihalyi’s flow framework and a modified version of the Experience Sampling Method. Findings showed evidence of improved engagement and on-task behavior, higher level thinking and more frequent and higher level questions directed to the lecturer. Both the instructor and students used this platform to direct teaching and learning while making real-time decisions and adjustments to enhance teaching and learning. This paper discusses a pilot study using an inexpensive, easy to learn and quick and simple method to adapt tools to subsequently enhance student engagement and formative assessment. Both qualitative and quantitative feedback will be discussed in an interactive presentation using audience suggestions.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: digital education
Presenter: Chao Xiang ONG, Institute of Technical Education, Singapore
Slides: Download

Abstract
The 21st century learners can learn and find information almost anywhere and anytime. But till today, most institutions have their practical experiments carried out in the designated laboratory only. The main reason why traditional electronics lab faces mobility constraints is due to the bulky equipment like multi-meter, power supply and oscilloscope. Thus E-lab aims to make electronics lab mobile to supplement the existing practical lessons and cater to unforeseen situations so that practical lessons need not be confined in certain labs only. With this in mind, the objective of the paper is to study the impact of E-lab with the usage of computer or mobile devices on Vocational Technical Education for practical lessons. The backbone of E-lab is an in-house developed measuring device which is only 2 credit card-sized. This measuring device replaces the need for using voltmeters, ammeters, oscilloscope and power supply. It has the capability of sending real time data to the Apache server which is hosting the online practical experiments. The online experiments have simulation for bread boarding, graphic user interface for volt meter and ammeter so that students may read the measurement and it has an auto marking feature to track the progress of the students. On top of online experiment, the measuring device can be mass fabricated to provide an avenue for our students to conduct practical experiment in classrooms. Graphic user interface can be developed for the measuring device so that our students can read the measurement. Inside the classrooms, students will have to setup the electronics circuit for the practical lab and use the measuring device to measure readings based on the requirements of the lab. With E-lab, there is greater flexibility and opportunity to allow our students to connect academic knowledge and skills with the real world. Beta test for the online practical experiment of E-lab has been carried out with innovative teaching practices for active and collaborative learning. The target audiences for the beta test were two groups of students from two different departments and have achieved satisfactory results and feedback.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Digital Education
Presenter: Jason Kai Yue CHAN, The Hong Kong Polytechnic University, HKSAR

Abstract
The strategic objectives of Information Technology Unit (ITU) of the College of Professional and Continuing Education, The Hong Kong Polytechnic University are to: • Improve the teaching and learning environment via technology • Increase the teaching quality of academic staff via technology • Enhance the learning experience of students via technology • Streamline the administration process via technology • Strengthen the collaboration among stakeholders • Share the good practice in the education sector • Migrate to a new era/ecosystem of education Several surveys from student users and teaching and non-teaching staff users were conducted in the last few years. The analysis and findings imply to adopt the holistic approach to implement multiple-technologies to support blended-learning. Campus life experience is very important to students. In this paper, the accomplishments and implementation of multi-technologies in three new services are selected as examples to illustrate (a) technology-led, technology-enabled innovation, (b) creation of significant strategic business value, (c) delivery of business-technology transformation (please refer to Appendix). Overview of multiple-technology enhancements can also be found at: https://prezi.com/qrjmjsyaesfu/campus-enhancements-through-ict/ The paper will be presented from the perspective of students to experience their campus life with multi-technologies applied to implement blended-learning. More than the 3 selected services will be included in the final presentation to show how to link up different parts of campus life to enhance student learning experiences. Gap between Existing Institution IT Environment and the Needs of Generation Z Learners One of the challenges for tertiary education is the increasing gap between the institutional IT environment and the technology environments that Generation Z have created for themselves. Their rapid adoption of instant messaging, cell phones, blogs, social media, and other resources that are not generally part of the core campus infrastructure leads to a host of new concerns. Characteristics of Generation Z Learners The coming tertiary education students will be the generation Z learners who were born in a digital world and cannot live without information and communication technologies. Generally, they do not think in terms of technologies but interactions. To them, computers, mobile phones and Web are like roads – they take it for granted. Technology is a tool to enter their virtual world. Personal Learning Environment The existing Learning Management Systems (LMS) alone could not anymore catch and hold the attention of even Generation Y, since they place the student in a passive role of fixed content recipient. The next generation virtual learning environment would be Personal Learning Environment (PLE) where the students have their own set of web and mobile tools to suit needs, which they can use to interact with a number of different institutions throughout their studies. The existing LMSs participating in future e-Learning as content repositories, but the active part of learning process covered by PLE, where the students, using their favourite online and mobile services and tools, will construct their knowledge in constant collaboration.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Digital Education
Presenter: Hannah Ayaba TANYE, University of Professional Studies, Ghana
Slides: Download

Abstract
Tertiary institutions in Ghana are faced with inadequate funds, consistent increase in enrollment (Ghana EFA NAP finalized version, 2003 – 2015) and inadequate placement of qualified applicants. To combat these problems, distance learning was introduced. This is a national level strategy to increase the achieved GER of 12.09% to the target GER of 25% (NCTE, 2014). To ensure that the quality of knowledge and skills is not compromise, eLearning delivery approaches has been recommended. The integration of eLearning in the tertiary institutions can result to changes in the learning and teaching processes. Most intuitions have little to no benefits from eLearning implementation. Universities use curricula suitable for Face-Face and import for e-courses. There is no specific National policy on eLearning to facilitate the accreditation of e-courses to ensure that they meet required standards. Weak collaboration among the universities to maximize resources is another challenge. There is therefore a gap in National policy in the area of eLearning implementation in Ghana. Lack of National Policy to steer the affairs of eLearning can result to eLearning implementation stagnation, less obligation to seek accreditation by university authorities and drained valuable resources ( Durah et al 2011; Borokhovski, et al 2011 ;Hardt et al 2011& Adali ,2009). A preliminary review of five (5) major National documents regarding education in Ghana revealed that issues on pedagogy and curriculum suitable for eLearning is not adequately discussed in national policy. In addition, the absence of integration on e-pedagogy and e-curricula was noticed. This study is based on three theories: Information System Success Model (DeLone et al, 2003), Diffusion of Innovation Diffusion of innovation (Rogers, 2003), and Agency Theory (Ross et al, 1970s). Survey method and close-ended questionnaires would be used for data collection among the target population (students, lectures, IT staff, and management). The sample size would be chosen randomly by using Kotrlik et al (2001) Sampling techniques table as a guide. There are five distance learning centers in Ghana and three (60%) would be chosen for this study. The data would be analyzed using SmartPLS. The analysis would involve Descriptive Statistics, Factor Loading, AVE, Composite Reliability, Path Coefficient, Direct/ Indirect /Total Effects, and other techniques in Structural Equation Modeling. The results will be presented in table format. The aim of this research is to determine the effect of faculty pedagogy change, curricula accreditation on quality eLearning, investigate the extent of institutional collaboration, intuitional information security effect on quality eLearning, to examine the impact of quality eLearning, quality eLearning service, on eLearning benefits to institutions. The implications of the findings of this study would be thoroughly discussed to inform national policy debate for steering the affairs of eLearning in Ghana, and factors that need to be examine by Universities to ensure quality eLearning and eLearning services for students would be highlighted.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: innovative T&L
Presenter: Christopher PANG, Nanyang Polytechnic, Singapore
Slides: Download

Abstract
The purpose of this study is to examine the use of project-based learning to teach education for sustainable development in higher education institutions. Based on the purpose of the study, the key research inquiries are: (1) Can project-based online learning be utilised to help learners gain the tenets espoused by an education for sustainability vis-à-vis the frequently used case study approach? (2) Can the project-based learning approach, which is by nature, collaborative and experiential, result in social capital that successfully transforms into learning about social equity? This is a qualitative pilot case study that primarily examines attitudinal factors, derived from student feedback on their views, attitudes and behaviour towards sustainability. A secondary exploration will attempt to measure learning effectiveness by looking at students’ completed scores for the international Sustainability Literacy Test, which assesses the minimum level knowledge in economic, social and environmental responsibility for higher education students between different batches who learn about sustainability using the case study approach versus the project-based learning approach. The context will be second-year students taking an elective module in Nanyang Polytechnic, School of Business Management’s corporate social responsibility elective. Numerous studies (Djordjevic & Cotton, 2011; Yuan & Zuo, 2013; Ali & Frew, 2012; Kamp, 2006) have pointed out that technology-enabled learning can help in attaining the knowledge and understanding the principles of an education for sustainable development. This is best expressed by Middleton (2009, p. 187) that suggests technology provides students with opportunities for “engaging meaningfully with ideas of sustainability.” It is thus, timely to look at how online learning can further contribute to sustainability education. Education for sustainable development has three main dimensions which are “a multi-disciplinary approach, participatory learning and high orders of thinking” (UNESCO, 2007). According to the Buck Institute for Education (BIE), project-based learning is rooted in experiential education and the pragmatic philosophy of the education reformer, John Dewey. It is defined as “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.”(BIE, 2014). Project based learning, when taken online, may be better at leveraging social capital gained through a group interaction that may potentially translate to the learning of social equity. This study is intended to explore the innovative use of a pedagogy in a new setting that could further an education for sustainable development in higher education.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Innovative T&L
Presenter: Yu Jen CHEN, National Chung Cheng University, Taiwan

Abstract
The development and progress of Internet and digital technology have changed the traditional teaching models. In order to solve the shortcomings of traditional teaching model, evolving the new teaching model. E-learning has become a new teaching model. The media/video sharing data recorded with streaming format have been widely accepted by most of the people, including the information in YouTube and the open courseware proposed by MIT (Abelson & Long, 2008; Carson & Forward, 2010; Lerman & Potts, 2006; Tovar, 2010). Teachers can have a lot of teaching tools to manufacture student-centered learning material for their students (Beetham & Sharpe 2013). Flipped classroom is one of the newest technical model, which uses asynchronous of lectures in video and practices homework or assignment at home, and solves all of student’s problem in the classroom. It overthrows the traditional teaching model, using the opening learning platform through Internet. It provides video lessons that students could watch as many times as needed greatly reduced the need for repetitive instruction. There are many papers suggesting that student learning is improved for flipped compared to traditional classroom. However, there is less studying investigating of student learning outcomes objectively in flipped classroom. This study uses mobile devices and personal computers as student studying assistive devices, and utilizes computerized assignment systems as a practice tool. This study proposes learning together of cooperative learning and peer tutoring to enhance students’ learning effectiveness and achieve particular learning objectives. A sample of 40 university general education’s students was studied (the experimental group). Before class, every student must watch video lessons from E-course (E-course is a teaching platform) by mobile devices or personal computers and practice exercise. Through learning together can help team members to know the correct method of operation. In class, through peer tutoring can teach misunderstanding student how to operate and reinforce other students’ impression after finishing all steps of TQC subject (office software of computer technique, such as word, excel, powerpoint). The teacher's role in class plays advisor to help students learning. The exam content randomly selects three subjects from TQC test. The experimental results show that 82.5% (33/40) of students in the class passed TQC test. The pass rate is superior to the control group (The pass rate of five classes: 45%, 60%, 50%, 67%, 58%) , and is more than double the average of pass rate(the average of pass rate=40%). The results show that the learning effectiveness of learning together and peer tutoring in flipped classroom is better than traditional teaching model. The feedback of questionnaires show the students are satisfied with the two teaching models in flipped classroom.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Innovative T&L
Presenter: Kiruthika RAGUPATHI, National University of Singapore, Singapore
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Abstract
Being an academic at a research-intensive university requires taking on multiple roles – teaching, research and service. A super human effort is expected of these academics to navigate the highly complex nature of the roles they need to adapt. Boice (2000) suggested ways for new faculty members to adapt and become productive early, referring to those who quickly learned to perform their responsibilities competently and efficiently in each of their assigned multiple roles as “quick starters”. However, many new faculty members are not aware of effective strategies they can use to get their research and teaching careers off to a good start (Brent & Felder, 2012). To get need faculty members up to speed, professional development programs need to be planned early in a faculty member’s career. A range of models – formal academic programmes, mentoring model, informal learning – exist to promote the professional development of academics; they cover teaching, research and other aspects of academic life. It is noteworthy that increasingly it is becoming common practice for institutes of higher learning to address this issue by offering graduate programmes for teaching assistants in order to better prepare graduate students take on such academic roles on campus. However, there are growing concerns as to whether these institutions are adequately preparing students to meet the demands of a complex academic environment (Austin, 2010; Gaff, 2002; Golde & Dore, 2004). In this paper, we describe two postgraduate training programmes, the Teaching Assistants Programme (TAP) and the Postgraduate Students Series (PGS) at the National University of Singapore (NUS) to give our graduates an early start to an academic career. The TAP helps graduate students perform more effectively in their role as teaching assistants through review of sound educational principles and practices and their application to teaching, and focuses on activities such as taking tutorials and labs, assessing and giving feedback on student performance as well as leveraging on technology as a teaching/learning tool. The PGS programme, on the other hand, acts as a platform for discussion and building awareness/expertise relating to pertinent issues with which graduate students must deal and thereby helps provide ample opportunities to learn the skills needed to successfully navigate the world of academia. While TAP is quite common in most universities, this is not the case for programmes like PGS. This paper sketches how we have attempted to address some of the gaps in the formal curriculum that can be identified currently, and discusses the nature, value, and place of graduate programmes as an avenue for preparing future faculty members. The paper will explore: 1. how in the context of PGS, the topics planned map the skills and attitudes related to the various stages of a graduate student’s life, and spans four dimensions of skills development needed to successfully navigate the world of academia: the Relational, Intellectual, Self-management and Employability (RISE) dimensions. 2. how we have moved from a TAP with minimal online presence to a blended TAP with strong online presence by employing a “flipped” approach, with emphasis on hands-on work and personalised interactions. In the future, our intention is to transform both programmes into student-led (e.g. by award winning TAs), collaborative initiatives in which faculty and students work as partners to create innovative, interactive, online content and engage in the scholarship of teaching and learning to enhance the programmes as authentic learning experiences.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Innnovative T&L
Presenter: Kin Chew LIM, SIM University, Singapore
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Abstract
The purpose of this paper is to investigate the case for the Experience API (Application Programming Interface) (Steele, 2013) to be the next evolution in technology-based learning (Aberdour, 2012). The early days of technology-based learning from mainframe-based computer-based training (1960s – 1970s) to audio and video taped “distance learning” (1980s – 1990s) focused on content delivery to large numbers of people (Bersin, 2004). However, when PCs and CD-ROMs became popular during the period (1980s – 1990s), the focus shifted to individual learning. Subsequently, when web-based Internet became popular from the mid-1990s onwards, people began to use LMSs (Learning Management Systems) widely. The first widespread e-learning standard was the AICC CMI specification (ADL – AICC, 2014) developed for the aviation industry in 1988. Thereafter, the ADL (Advanced Distributed Learning) Project of the US Department of Defense released the SCORM (Sharable Content Object Reference Model) specification in 2000 (ADLNet.gov – SCORM, 2014). This specification became the de facto e-learning specification for about 15 years before the first version of the Experience API (or xAPI and also known as Tin Can API) was released in April 2013 (ADLNet.gov – xAPI, 2015; ADLNet.gov – Latest xAPI version, 2015)). The xAPI is regarded as the next evolution to SCORM. This e-learning specification is used for packaging e-learning content to be delivered to LMSs. However, SCORM has several weaknesses (Glahn, 2014). The xAPI allows for several new capabilities that SCORM does not address. Firstly, xAPI takes e-learning outside of the web browser. Secondly, it allows for both informal and formal learning. Thirdly, the xAPI focuses more on tracking learning activities (Stanic, 2014). Fourthly, xAPI can be used to track learning via games, simulations, and the virtual worlds. Fifthly, the xAPI allows tracking to be made via social learning, self-directed learning, collaboration and team-based learning (ADLNet.gov – xAPI CoP, 2014). As more people started using Web 2.0 and mobile applications they find that their learning may not involve the LMS. Rather the interest is towards tracking learning activities. The xAPI is an open source API. This allows software programs to read and write experiential data in terms of statements. Statements are in the form of “I did this”, or “actor verb object” (ADLNet.gov – xAPI Verbs, 2014). So, one can record learning activities (ADLNet.gov – xAPI Activities, 2014) like “I attended Conference C”, or “I tweeted Tweet E to Twitter”, or “I completed e-learning AD109 in Blackboard”. These small activity records are stored in the LRS (Learning Record Store) (ADLNet.gov – LRS). An institution can either develop the LRS internally or use an external LRS (Downes, 2013; Chad, 2014). The investigation also involves setting up an open source LRS system and demonstrating how learning is tracked in several learning scenarios. Other investigations include using xAPI software on LMSs like Moodle and xAPI examples from corporate bodies.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Innovative T&L
Presenter: Thipnapa HUANSURIYA, Chulalongkorn University, Thailand
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Abstract
Critical thinking, the ability to actively analyze and evaluate arguments (Abrami et al., 2008), is an essential skill for students to succeed in life and work in the 21st century (Partnership for 21st Century Learning, 2015). To enhance students’ critical thinking skill, more active learning processes, in which students actually engage in thinking critically rather than learning about it from lecture, are needed. In a flipped classroom (Bergmann & Sams, 2012) where content delivery occurs outside of class via videos or other multimedia, class time can be used more efficiently for other hands-on learning activities that facilitate the development of critical thinking skill.

The purpose of the current study was thus to examine the use of flipped classroom to enhance critical thinking skill of undergraduate students in the Research Methods in Psychology class. Participants were 85 Psychology major undergraduate students (59 females and 26 males). The instructor created and posted her lecture videos on YouTube. Students were assigned to watch these lecture videos before coming to class every week for 10 weeks. During class time, students took quizzes, discussed problems and case studies, designed their own research studies, analyzed data, drew conclusions from statistical analyses, and discussed their research findings.

Students’ critical thinking skill was measured at the beginning of the semester, late in the semester, and at the end of the semester. Students also rated, according to their perception, their own level of critical thinking skill and research skill before and after taking this course. They also reported their learning behaviors and rated their attitude towards flipped classroom.

Results showed that students’ scores on critical thinking skill measured late in the semester and at the end of the semester were significantly higher than their score at the beginning of the semester (Wilks’ Lambda = .809, F(2, 83) = 9.80, p < .001). Students perceived that their research skill (t(84) = 37.35, p < .001) and critical thinking skill (t(84) = 28.00, p < .001) increased significantly after taking the course. Attitude towards flipped classroom was positively correlated with expected learning behaviors (r = .235, p = .030), critical thinking skill measured at the end of the semester (r = .215, p = .048), perceived critical thinking skill after taking the course (r = .402, p < .001), and perceived research skill after taking the course (r = .328, p = .002).

In sum, the results suggested that the use of flipped classroom helped enhance critical thinking skill of undergraduate students in a Research Methods in Psychology class. Students who had positive attitude towards flipped classroom were more likely to display desirable learning behaviors, scored higher on critical thinking skill test, and perceived themselves as having higher level of critical thinking and research skill. Data from students’ responses to the open-ended questions regarding their opinion towards flipped classroom was also summarized and presented. Recommendations for improving future research and practice of flipped classroom were discussed.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Innovative T&L
Presenter: Jeanne LAM, The University of Hong Kong, HKSAR
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Abstract
Based on Dewey’s concepts on inquiry, Garrison, Anderson, and Archer developed the Community of Inquiry (CoI) as a framework for blended learning from a socio-constructivist perspective. In CoI, learning is based on educational experiences in the blended learning environment with collaboration and interaction in communities, and the three dimensions, social presence, cognitive presence and teaching presence, are required in the collaborative constructivist learning environment. The purpose of this paper is to explore student experience in a blended learning course from the perspective of CoI. Stake’s case study approach is used and data is collected from class observation, online observation, study log, student focus group interview, student individual interview, teacher individual interview and course leader individual interview. The results show that student experiences in social, cognitive and teaching presence were found in the blended learning course. However, it is found that in some occasion, students experienced learning without teaching presence (teaching design, direct instruction and facilitation) but with drive from individuals. The significance of autonomy, which is not reflected in the CoI, is found especially in non-prescribed collaborative learning and engagement. The paper proposes to extend the CoI with the dimension of autonomy presence. The value of the paper is to contribute to literature to enhance CoI by including the autonomy element.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Assistive Technology
Presenter: Stephen LOW, SIM University, Singapore
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Abstract
The advancement of computer and networking technologies has led to the popularity of virtual synchronous classrooms as an alternative method for teaching and learning in place of traditional face-to-face lessons. Publications to date have tended to highlight adoption by instructors at individual courses level. The School of Science and Technology at SIM University embarked on a programme of large-scale implementation for over 4000 students in 10 undergraduate-degree programmes on the use of a virtual synchronous classroom system known as Collaborate for teaching and learning activities including associate faculty training, student briefing, and the actual delivery of lessons by instructors to students. This study discusses the issues and challenges of simultaneous, mass deployment of Collaborate and elaborates on the management and support elements, which are critical in the successful delivery of such an operation. In terms of students’ performance, the study found that there was no significant difference when 50% of the face-to-face lessons were converted into virtual synchronous classrooms compared with full face-to-face delivery of previous semesters.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Inclusive education
Presenter: David SMITH, Charles Sturt University, Australia
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Abstract
The prescribed curriculum, assessment, the learning environment and the learning audience are the key elements for learning design. The alignment and configuration of these components is of strategic importance in order to maximise the learning opportunities for students in the higher education context particularly considering the abundance of online courses. Biggs and Tang (2011) found that enhancing student learning is dependent upon the strength of the link between the student's experience of learning and the student's learning environment. This approach to learning is supported by Abrami et al., (2011) who suggest that content should not be ‘delivered’ to learners but ‘co-constructed’ with them integrating pedagogical strategies and technologies appropriate for the purpose. The suggestion here is that there a mutually beneficial partnership with a co-development of knowledge, can emerge through recognition of the learner and the system as partners changing, adapting and developing curriculum.

How knowledge is used and developed is the fundamental basis of pedagogical design, with learning the active component in the knowledge design process. Learning itself is not dependent on one approach but grows with the dynamic adaptation of many approaches, a confluence of interactive and passive strategies where each passive component is matched with an interactive component including technology allowing the learner to assimilate the knowledge and transform it for their own purpose. The technologies and learning approaches can be daunting for university academics as they develop subjects for the online environment. An assistive framework and technology has been developed to assist lecturers in the design of their subjects and provide a consistent learning approach for subjects offered within a university.

The Confluence of Learning (COL) model has been developed around the elements of creation, information, exchange, reflection, assessment and professionalism. It is a hybrid model drawing upon behavioral and constructivist foundations with the intent of provoking exploration, investigation, creation and cognition but also using a learning foundation with which lecturers find some empathy. An assistive web application has been developed in parallel concentrating on the elements of information, exchange, reflection and assessment and is designed to provide technologies of choice for these areas. This paper explores the COL model and describes the pilot implementation of the COL model and the web application with a group of lecturers for the design of new subjects in a degree program. The paper reports on the pilot study results that found lecturers quickly adapted to the COL structure that facilitated subject design. The paper further explores the implication of the use of COL across a Faculty or University.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Inclusive education
Presenter: Ngoh Tiong TAN, SIM University, Singapore
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Abstract
The vision of the Global Institute of Social Work is to deliver quality social work training where they are needed, especially to social workers in third world nations. There has been an inequitable distribution of resource and social work training, especially at a graduate level. Social work education and professional upgrading has increasingly become unaffordable for many.

We live in a very different globalised world since the advent of modern social work. Training must ride on new technology and change the mode of delivery of social work education. The process of continuing education and development must ensure the delivery of timely and useful knowledge, active engagement in application of ideas, effective strategies and skills in improving human conditions shaping a more fair and just world.

The GISW is essentially a virtual center with global access through its website. There will, in time, be developed a number of global centers and training hubs for specialized social work training and consultation.

Ethical and Pedagogical Issues

The first ethical issue is whether professional knowledge and skills should be available to all? There has also been question of intellectual property safeguards that are needed. GISW believes that knowledge is a universal right and should be freely available. On the other hand, withholding knowledge and understanding may itself be an ethical breach.

Secondly, there is ethical concern over delivery of skills training virtually and this has been tackled by many professional groups already. The argument has been that training of skills require practice and supervision and this can also be as effective in the virtual setting as in face to face situations.

Third is the cross-cultural and contextual argument: Can local training benefit international participants? Knowledge that concerns principles and skills that are generic should be not a problem, it is the application and relevance of specific knowledge and contextual issues that need to be discussed. Then the question needs to be asked: “What kind of training is more suited for an online platform?” Online discussion of application is thus essential for all training but especially so for cross-cultural training.

Strategy:

1. Universalisation of social work knowledge: The quality and cultural appropriateness of the material is reviewed by two peers and may be edited before uploading for public use. Download of the material is expected to be free or at minimal cost but users have to sign up on a membership basis. This provides a record of who is using the training and a channel for feedback, follow up and evaluation of outcome.
2. Developing a network and discussion of contextualization. Questions on application at the end of each module requires learners to discuss application to local context.
3. GISW will have a practitioner network and will collaborate with international organizations, government bodies such as IFSW, ICSD, ICSW, IASSW, COSW, UNDP and their local counterparts, so as to move forward the Global Agenda for Action. Community of practice and social media such as facebook and other avenues can complement the GISW channel.
4. Quality control and checks on application: There should be stringent control over quality of training and rigorous review process will be implemented. Using various pedagogical approaches may be useful in sharing different knowledge and skills. Review of achievable and realistic course outcomes provides quality control.
5. Operation: An International Board is appointed to develop the policy and processes of the GISW. The Board consists of prominent people in the international social work community, representatives from key organizations and friends of social work. Reviewers focus on contextualization.

The challenge of the Global Institute of Social Work is to provide readily available, cost-effective, culturally appropriate training of quality, in various fields of social work, for social workers worldwide.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Learner-centred design
Presenter: Perry SAMSON, University of Michigan-Ann Arbor, United States
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Abstract
There is considerable evidence that active learning can increase student outcomes by giving students more opportunities to actively participate in their learning. A recent article in the Proceedings of the National Academy of Sciences (Freeman et al. 2014) showed that “active learning increases examination performance by just under half a standard deviation..” But despite this evidence movement to active learning methods have been slow. This paper explores one attempt to design, develop and test a system to transform a large introductory science course into an active learning environment using mobile technology that both stimulated participation and collected sufficient data to assess its value to student outcomes.

The Active Learning Platform™ from Echo360 Inc. includes the ability for students to 1) view slides, 2) take notes synchronized to lecture capture and slides, 3) answer a range of instructor designed question types, 4) ask questions to the instructor and 5) indicate when they are confused. This platform was used in a large introductory science class that was simultaneously broadcast live and recorded for a blended learning experience. This presentation includes a recreation of parts of a class session from that course so participants can experience the level of participation expected of students.

An important part of active learning is the incorporation of metacognitive tools that give students the opportunity to discover what it is they don’t understand as a normal part of their class experience. This was accomplished by challenging students with problems during class and presenting ands discussing their responses. For some classes the emphasis was on problem solving with readings and instructor videos provided prior to class (the flipped class). For other classes the instruction was self-contained with a mix of presentation and questions. Either way it was expected that students would participate during class time and their participation was measured as a mix of how many questions they answered and how many “gradable” questions they got correct.

Surveys were conducted about student attitudes to the course design and technology at numerous points during the semester. Results show that :

1. 92% of students voluntarily used a mobile device to participate in class every class session.
2. Given the choice of using a laptop or other mobile device 85% of students preferred to use their laptop.
3. 38% of students agreed and 62% disagreed with the statement “the use of a laptop in class decreased my attentiveness relative to my other classes.”
4. 67% of students disagreed with the statement “Using the Active Learning Platform™ in class decreased my level of engagement in this class relative to other classes.”
5. 80% of students felt the use of the Active Learning Platform™ had a positive influence on their learning.
6. 44% agreed and 56% disagreed with the statement “I spend more time on tasks unrelated to class/lecture than in other classes because of using a laptop in this class.
7. 70% of students would welcome all their courses being offered in a blended format with live broadcast and in-class options.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Learner-centred design
Presenter: Gloria KONG, SIM University, Singapore
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Abstract
Learner-centred approach is the core principle that was used in designing the courses and modules at SIM University (UniSIM). Likewise, the instructional approaches adopted are also having similar philosophy imbedded; where students are expected to be proactive and dynamic in their learning endeavours. The main aim of a learner-centred design is for students to be actively engaged in self-directed learning (SDL).

In order for such a learning process to be take place, careful planning and design of the curriculum; as well as appropriate instructional approaches that support the curriculum design is yet another crucial dimension. In this paper, we will share our analysis and present some informal observation of a currently on going module as an example of such learner-centred design. Snippets of students’ experiences from both classroom and online forums will be discussed based on observation by the instructor. Lastly, we will also discuss some learning points based on our overall analysis and the informal observation

Students of SIM University (UniSIM) are from diverse background and working experience. Many students who have vast working experience are keen to share and contribute to learning. As they are juggling between work and study, students also prefer a flexible learning environment where they can take control of their own time and space for learning. Hence, learner-centred design is best suited to meet the learning requirements of students at UniSIM. One of such module at UniSIM is SWK104e – Human Growth and Life-Span Development (Infancy to Adolescence).

Learner centred design

Broadly speaking learner-centred design refers to process of learning that is controlled by the learner. The characteristics of learner-centred design are that its learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning (APA, 1997). Weimer further argued that content written to support learner-centred learning should challenge learners cognitively and not merely remembering information. Learner-centred learning should supports deep learning of higher Bloom’s Taxonomy of cognitive domain; students often acquire analysis, argument, reasoning and evaluation skills (Wiemer, 2002). Harris and Cullen (2010) further stated that while developing learner-centred materials, it is important to build the prior knowledge of students and to create an environment for students to build upon their existing knowledge and make connection to new knowledge.

Learner centred approach at UniSIM

The basic tenets of learner-centred approach such as learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning (APA, 1997) is consciously adopted at the instructional level. One strategy that permeates the entire instructional approach is the use of the Socratic questioning. Paul and Elder (2006) argued that thinking in the spirit of Socrates means to dig deeply into what people believe and why they believe it, which will eventually help the thinker to experience greater command of their own thinking as well as the thinking of others. In fact, almost always, students’ questions will be met with another question by the instructor, which serve to prompt students to re-think their initial doubts, tapping into what they might have already know. In essence, Socratic questioning is useful for instructor to probe student understanding and thinking in order to propel students towards far greater analysis and contemplation of the issue at hand.

Snippets from instructor observation

In general, evidence of reasoning and critical thinking skills can be found in the face to face classroom discussion, as well as in the learning artefacts submitted by the students. Some of evidence of learning can also be seen in the postings submitted by the students and their mini-project report.

Date: 19 June AM
Time: 9:00am-10:30am
Topics: Inclusive education
Presenter: Chien-hui YANG, SIM University, Singapore
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Abstract
The Ministry of Education (MOE) has asserted that a priority for the Singapore school systems is to “prepare our children with the necessary mindsets, values and skills to thrive in the 21st century” (Ministry of Education, 2009). In particular, the Curriculum 2015 proposed “Strong fundamentals, future learnings” as grounding principles to emphasize fundamental skills (including mathematics), future orientation, holistic curriculum, customization of learning, and challenging enjoyable learning (MOE, 2008). Curriculum 2015 further identified the use of Information and Communication technology (ICT) for promoting life skills and mindsets as one key priority area.

An animation online tutorial teaching Mathematics (namely Blending Assessment with Standards Based Instruction Program, BAIP) was developed in the U.S. utilizing research based strategies and recommended learning design to meet the needs of diverse learners (Meyen, Greer & Poggio, 2008). While BAIP employed research-based strategies and learner centered approach in promoting math learning for students with diverse learning needs and special needs, it was intended to be implemented with all students, typical students as well as students with diverse learning needs. In the U.S., the Blending Assessment with Instruction Program (BAIP) was subjected to large-scale field-testing involving 187 school districts in 2008 and 239 in 2009 with typical students in grades three through high school and an additional 3,777 students with special needs.

This study aims to investigate whether students in Singapore benefit from the use of BAIP animation tutorials and enjoyed the learning processes. Given that Singapore has consistently earned the top rankings in Trends in International Mathematics and Science Study (TIMSS), the trial of BAIP animation tutorials allowed our students to experience an alternative learning method.

Forty-six students who were in P3 and P4 in a Singapore international school tried out the BAIP animation online tutorials and responded to a survey. The purpose of the survey was to investigate whether students felt they benefit from BAIP animation tutorials and whether they enjoyed the learning processes. The survey included 15 questions and students were asked to rate each question with a three-point scale, namely icons of a sad face (representing disagree), neutral face (representing neutral), and a happy face (representing agree). The data was then compiled and percentage of the students indicating each rating was computed.

The results of the study were highlighted as follows: (a) 87% of the students indicated that they enjoyed learning math through online tutorials, and 84.8% of the students agreed that they prefer doing the animation tutorials than traditional worksheets, (b) 87% of the students agreed that if they can learn other subjects (such as science) through animation tutorials, they will enjoy learning more and do better, and (c) in general, although students did well in the tutorial quizzes and 67.4% consider the tutorials easy, 80.5% of the students still agreed that they learn something new from the animation tutorials, which may due to the visual representation of math concepts and learner-centered approach catering to learners with diverse learning needs. The limitations and recommendations of the study will also be discussed in the presentation.