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Educational Technology’s Dirty Little Secret

Thursday, May 23rd, 2013
markandmike

Professor Mark Brown (right) with ADFI Director Professor Mike Keppell

What is educational technology’s dirty little secret?

At an ADFI Celebrating Research Seminar yesterday, Professor Mark Brown of New Zealand’s Massey University offered some fascinating insights into the challenges facing higher education in the 21st century and how educational technology, for a plethora of reasons, is not necessarily delivering better outcomes. The seminar was delivered to a USQ audience in ADFI’s digital hub and online via Blackboard Collaborate.

Mark is the Director of the National Centre for Teaching & Learning, Massey University, New Zealand; he is also the Director of the Distance Education and Learning Futures Alliance (DELFA) and sits on a number of New Zealand and trans-Tasman executive committees including ASCILITE.

Mark suggested, with the support of national and international data, that most educational technology initiatives reinforce traditional processes via the pump and dump content model that still dominates teaching practice. Furthermore, there are real gaps in longitudinal data that will help in the understanding of the efficacy of online learning.

The  seminar was both rich and provocative with some inconvenient truths about issues of quality being expressed. There was also great audience participation and a wonderful cheese metaphor!

Mark’s presentation is available below. You can also view his slides on Slideshare.

Celebrating Research Seminar With Professor Mark Brown from ADFI USQ on Vimeo.

Celebrating Research Seminar with Professor Mark Brown

Thursday, May 9th, 2013
Professor Mark Brown

Professor Mark Brown

The Australian Digital Futures Institute is pleased to host the following seminar as part of our Celebrating Research Seminar Series:

Reflections on Quality: Educational Technology’s Dirty Little Secret

Professor Mark Brown Director, National Centre for Teaching & Learning, Massey University, New Zealand

Wednesday 22 May 2013

11:15am to 12:15pm Toowoomba Campus, ADFI Digital Futures Hub, 1st Floor, S Block (Room 108). Remote link-in via Blackboard Collaborate is available on request

This presentation reflects on the changing face of higher education and the challenges confronting universities in uncertain times. It argues that new educational technologies can support a vibrant digital learning ecology, but they can also be used to entrench 1950’s style teaching on 21st century networks. The reality is that many technology-enhanced learning initiatives reinforce traditional forms of pedagogy and conventional educational outcomes. In many cases technology is nothing more than an expensive ‘add on’ to the traditional curriculum, and the current wave of interest in Open, Blended and Online Learning needs to be unravelled from a hegemonic discourse of education in change.

The dirty little secret or inconvenient truth is that far too little attention has been given to the quality and ‘distal effects’ of many of educational technology initiatives. Different quality perspectives are explored and the presentation discusses the question of what to do about the quality challenge. While the concept of quality is inherently contestable and context and discipline bound, the position is taken that institutions have a choice of whether to focus on quality assurance and compliance or building a long-term culture of quality enhancement.

View this presentation

Learning Analytics and Natural Language

Monday, April 22nd, 2013
Learning analytics

Natural language is everyday language

The great leaps being made in Natural Language Processing (NLP) on computers are increasingly being brought into the world of learning analytics. ADFI researchers are involved in some of this groundbreaking work.

Natural language is our everyday language, the language that we use to communicate with each other. Whilst we talk about the idea of grammar or rules in a language, our everyday language has so many nuances and individual quirks that any rule has numerous exceptions – especially when we are talking together online using our keyboards. It has taken many decades of work to get to the current ability of computers to take natural language (such as a conversation in a chat room) and say something meaningful about what has been said

This is a great fit with learning analytics, a word that refers to research that links up data and what we can learn from its analysis with the ways that we can improve education. In the words of George Siemens, one of the pioneers of the term  learning analytics:

Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs. (Siemens, LAK call)

By bringing the ideas from natural language processing (and it’s close relative, computational linguistics) into learning analytics we can start to provide evidence-based feedback to educators about the words that students are using.

Some well known examples are automated marking and plagiarism detection but more recent innovative applications of natural language processing in the learning sciences include:

  • This paper by Bruce Sherwin applying Singular Vector Decomposition (using dimensional reduction to statistically relate texts to each other) to discover student conceptions about science from interview data
  • This paper that describes the use of parts of speech tagging in classifying natural language data. Parts of speech tagging is the automation of the process of categorising words from a sentence into their parts of speech, e.g. which words in a sentence are nouns, verbs, etc

Nick Kelly from the ADFI is involved in a continuing collaboration with Dr Kate Thompson and the Laureate Fellowship in the CoCo Research Centre to apply NLP to analysis of educational design groups. Current work is looking at:

  • The way that use of pronouns and modality in language can reveal patterns of group work during the educational design process (paper abstract).
  • Developing a novel technique to see which concepts online groups are focussing upon. This has benefits for facilitators of eLearning groups as well as the group members themselves, to see where intervention is required. The technique uses parts of speech tagging and network analysis to improve upon the current best practise for detecting the concepts that groups are discussing and with updates occurring in real-time.

This great potential for future innovation in education by applying state-of-the art in NLP to produce learning analytics is likely to be reflected in the papers produced for the next learning analytics conference with a strand devoted to NLP and text mining.

References

1  Call for Papers of the 1st International Conference on Learning Analytics & Knowledge (LAK 2011)

2 Sherin, B. (2012). Using computational methods to discover student science conceptions in interview data. Paper presented at the Proceedings of the 2nd International Conference on Learning Analytics and Knowledge.

3. Mu, J., Stegmann, K., Mayfield, E., Rosé, C., & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285-305. doi: 10.1007/s11412-012-9147-y

4 .Thompson, K., Kennedy-Clark, S., Kelly, N. & Wheeler, P. (2013) Using automated and fine-grained analysis of pronoun use as indicators of progress in an online collaborative project.

Celebrating Research Seminar with Professor Rory McGreal

Thursday, April 4th, 2013
Rory McGreal

Rory McGreal

On April 2 2013, The Australian Digital Futures Institute hosted  a research seminar with Professor Rory McGreal of Athabasca University, Canada. Professor McGreal is  Athabasca’s UNESCO/COL Chairholder in Open Educational Resources and Director of the Technology Enhanced Knowledge Research Institute.

Rory’s presentation introduced participants to the Open Educational Resources (OER) environment in Canada. Many Canadian universities, such as Memorial University, Concordia, University of Calgary and University of Ottawa, are vigorously pursuing initiatives to broaden open access and to design, develop and build learning object repositories.

The seminar took place in The Australian Digital Futures Institute’s digital hub in Room S108 and simultaneously online via  Blackboard Collaborate. A recording of Rory’s presentation can be viewed below. It was a fascinating exploration of where OERs currently sit within the education landscape and where things are heading.

The Australian Digital Institute would like to thank Rory for his illuminating presentation.

Rory McGreal Seminar from ADFI USQ on Vimeo.

Redefining the Learning Space

Monday, March 25th, 2013

Last week, Professor Mike Keppell gave a keynote presentation at the New Generation Learning Spaces conference in Melbourne. The conference examined flexible learning spaces for modern students which make effective use of technology and put students at the centre. Mike’s slides from his keynote titled “Redefining the Learning Space. Mobile and Distance Learning for New Generation Students” are available below.

Shirley Reushle’s SAFFIRE Presentation

Wednesday, March 20th, 2013
PaSsPort

The PaSsPort model

On 18 March 2013, Associate Professor Shirley Reushle was invited to present her PaSsPorT model  focusing on People, Spaces, Pedagogy and Technology at the University of Canberra’s SAFFIRE Festival. SAFFIRE is an acronym for a $26m University of Canberra project funded through the Australian Government’s Structural Adjustment Fund to promote educational Flexibility, Innovation, Recruitment and Engagement.

This festival of innovation in teaching and learning was held to provoke, stimulate, and energise internal and external dialogue about innovative education, educational design, education management and teaching and learning technologies. During the two days there were presentations, demonstrations, workshops and a showcase of best practice of education innovation.

Shirley presented remotely at the event using a pre-recording and live presence through Twitter and used her model to explore strategies for providing flexible and innovative learning opportunities in Higher Education. You can view her presentation below.

People, Spaces, Pedagogy and Technology for Learning from ADFI USQ on Vimeo.

Successful confirmation for PhD student

Friday, March 15th, 2013
Sharon Rees

Sharon Rees

After a successful PhD confirmation earlier this week, Sharon Rees is eagerly awaiting the next two years of her doctoral candidature. Sharon’s PhD project is entitled Investigating the introduction of mobile learning into continuing nurse education.

As part of her project, Sharon is looking at the benefits of mobile learning for nurse education. She will be using grounded theory to explore issues associated with the implementation of mobile learning into continuing nurse education.

Sharon’s research comes under Project 1(Developing an evaluation framework for mobile learning) of the Digital Futures Collaborative Research Network (CRN) scheme and we are proud to announce that Sharon is the first  of the PhD students within this scheme to successfully get through the confirmation process.

Dr Amy Antonio

Dr Helen Farley in The Australian

Friday, March 8th, 2013
Helen

Dr Helen Farley

Dr Helen Farley has had a busy week being interviewed  by the media  on a project that will provide access to e-learning for students with limited or no internet access. Helen has spoken to The Australian, ABC Radio and WIN News about From Access to Success: Improving the Higher Education Learning Experience for Students without Internet Access, that will enhance learning opportunities for students with  limited or no internet access, including incarcerated students and those in remote areas of Australia.

The project is funded under the Office for Learning and Teaching Innovation and Development Program, and is a partnership between ADFI, Open Access College and ICT Services at USQ, together with Serco Asia Pacific, who operate the Southern Queensland Correctional Centre near Gatton, and Queensland Corrective Services.

A key deliverable of the project is a version of the Moodle learning management system that will require no internet access to provide a digital learning experience. For those on the other side of the digital divide this offers e-learning opportunities that would otherwise be unavailable to them.

Further information

 

Manufacturing the future

Wednesday, February 27th, 2013
An example of a 3D printer

Additive manufacturing is becoming affordable in the home

Recently, I was lucky enough to attend a Future of Advanced Manufacturing Innovation Masterclass in Redcliffe. It was hosted by  The Advanced Manufacturing Cooperative Research Centre (AMCRC). The event focused on the opportunities for industry of Additive Manufacturing, which is also known as 3D Printing (or, in some cases, rapid prototyping). The workshop was chaired by Bruce Grey, Managing Director of the AMCRC, who provided a wealth of information to Queensland’s manufacturing small to medium size enterprises (SMEs).

Throughout the workshop we witnessed some great examples of innovation in Australia and beyond, and also received a glimpse of how products will be made in the future .

So what is additive manufacturing?

“Additive manufacturing is a technology that will improve people’s quality of life and reach a level of pervasiveness reminiscent of the introduction of laptops”
ANU Edge focus group member

The above quote was presented at the workshop by Dr Matthew Doolan (Project Leader of ANU Edge) and is from a focus group exercise for an AMCRC project that is assisting Australian manufacturers in taking full advantage of the possibilities of additive manufacturing and really highlights its potential.

What is additive manufacturing?

Additive manufacturing is a process by which three-dimensional objects are created from a computer-aided designed (CAD) digital model.  A machine fires a laser or electron beam to melt a thin layer of deposited powder resin (either polymer or metallic) and, as each distinct geometrical layer is put down, ultimately builds a unique product.

Additive manufacturing can be contrasted with traditional forms of manufacturing in that blocks of raw material are machined and tooled to produce a new object. This process results in a lot of waste plus machinery and tools need a significant amount of costly maintenance.

The excitement surrounding additive manufacturing relates to both the opportunities it creates to reduce overheads and waste and also, thanks to computer-aided design, the possibility of creating unique products. Such affordances allow for the development of new manufacturing business models where SMEs can create bespoke, on demand and specialised products with much reduced overheads.

Some examples

Biomedicine

An early adopter of this technology has been in the prosthetic and dental implant industry. Additive manufacturing permits a high degree of accuracy in the manufacture of customised prosthetics and implants that are both specific to the individual and with shorter lead times. Examples include hip joints, dental braces and maxillofacial prosthetics. The power of this process has been demonstrated in the manufacture of prosthetic limbs for Iraqi citizens injured by improvised explosive devices in the recent insurgency. As this Medical Design Magazine states this is engineering at its best.

Aerospace and military

Additive manufacturing has been used to create parts in the aerospace industry. Boeing’s 787 Dreamliner for example, has around 900 non-critical parts that have been produced through this process.

At the Redcliffe event, Des Hill of Brisbane based engineers Ferra described the additive manufacturing of a part for the wing section of a US Lockheed Martin F-35 fighter jet. The part is produced in Brisbane and then sent to the States for assembly with the rest of the aeroplane. Ferra uses titanium powder as the raw material and produces the part through additive manufacturing combined with a separate process called thermal machining. Des Hill showed evidence of significantly reduced production costs at Ferra, which have been passed on, in part, to Lockheed Martin, thus making the Brisbane-based company internationally competitive as a supplier.

In Afghanistan, the US Army now has two mobile lab units for the rapid manufacture of parts for the fixing of equipment. These manufacturing labs are mounted on the back of a lorry and can rapidly produce equipment parts. This is incredible as it means that equipment can be produced in hostile areas without requiring traditional logistics. Supply chains are streamlined and parts are fixed iteratively; in other words, modifications and improvement can be made on the fly based on feedback from soldiers. Take a look at the 3ders.org website for more details

Consumer Products

Additive manufacturing allows for the unique design of consumer products. This company for example, allow customers to design a bespoke mobile phone case using online software. Meanwhile, 3D printers are now becoming affordable to allow people to create objects at home. Cubify is one of a number of vendors selling 3D printers that allow all sorts of items to be manufactured in the home including children’s toys, jewellery and utensils.

Educational applications

This year’s 2013 Horizon report positioned 3D Printing as an educational technology to watch in the next few years. The technology has, in particular, real potential for exploratory learning. In disciplines such as geology or archaeology, students can examine physical structures that have been previously scanned from physically fragile artefacts such as fossils or skeletons. The 3D scans of the artefacts may have been made available on the web by a museum or university and shared openly for educational purposes. Educational institutions can then download the scans and create models on demand for exploratory learning.

In medicine, an MRI and CT scan coupled with additive manufacturing technologies allows for the rapid production of organ models from real medical cases, which can assist in the teaching of surgical techniques to medical students. Meanwhile, engineers and design students can prototype designs thanks to this technology, whilst business students can derive entrepreneurial activities and business models for new products.

Some final thoughts

Additive manufacturing is here to stay. In Australia, a number of enterprises are already taking advantage of it and its potential for the future is truly colossal. In an interesting reversal of the digital age, physical objects are created from digital assets rather than physical objects being digitised. This innovative approach to manufacture has the potential to disrupt supply chains, generate new business models, improve health outcomes and allow people to create and explore objects both new and old.

How exciting is that?

Neil Martin

Angela Murphy wins Best Paper Award

Friday, February 8th, 2013
Angela with USQ Colleagues

Angela with USQ colleagues Dr Barrie Todhunter and Professor Lorelle Burton

Congratulations to Dr Angela Murphy for winning  Best Paper award at this week’s Open and Distance Learning Association summit. Angela presented two papers at the summit and was recognised for “Open educational practices in higher education: Institutional adoption and challenges”.

Angela is pictured with Dr Barrie Todhunter and Professor Lorelle Burton. Barrie was elected to the Board of ODLAA, whilst Lorelle and the other USQ Associate Deans (Teaching and Learning) A/P Jane Summers, Jill Lawrence, Karen Noble and Peter Gibbings co-authored a paper on a digital tool to facilitate equity and access in universities.

For more information visit the ODLAA website.

Image Credit: Professor Ronel Erwee