Educational Development Unit

1. Problem-based learning into the future: Imagining an agile PBL ecology for learning

Author:Kek,Megan Yih Chyn A.;Huijser,Henk

Source:Problem-Based Learning into the Future: Imagining an Agile PBL Ecology for Learning,2016,Vol.

Abstract:© Springer Science+Business Media Singapore 2017. In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership. An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static. Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone’s responsibility - teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers. In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.
2. Let's Talk Learning Analytics: A Framework for Implementation in Relation to Student Retention

Author:West, D;Heath, D;Huijser, H

Source:ONLINE LEARNING,2016,Vol.20

Abstract:This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government's Office for Learning and Teaching. The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context.
3. Putting an ethical lens on learning analytics

Author:West, D;Huijser, H;Heath, D


Abstract:As learning analytics activity has increased, a variety of ethical implications and considerations have emerged, though a significant research gap remains in explicitly investigating the views of key stakeholders, such as academic staff. This paper draws on ethics-related findings from an Australian study featuring two surveys, one of institutional leaders (n = 22) and one of academic staff (n = 353), as well as a set of follow-up interviews (n = 23) with academic level staff. A self-selecting sample of participants was asked about the ethical issues they see as important in learning analytics and about the types of ethical principles or considerations they thought should guide learning analytics use. Data showed participants' views did tend to align with established ethical principles, though the language used to express this varied widely. Building on, and in response to, both the data and the literature review the paper proposes an ethical decision making framework that encourages institutional leaders and those involved in implementing learning analytics to consistently apply and document ethical decision making processes as part of an overall approach to developing well-aligned and transparent institutional policies and broader ethical literacy.
4. The promise and pitfalls of social media use in higher education

Author:Willems, Julie ; Doherty, Iain ; Huijser, Henk ; Adachi, Chie ; Bussey, Francesca ; McClusky, Trish ; O’Donnell, Marcus

Source:ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education Show Me the Learning,2016,Vol.

Abstract:Social media is pervasive in all aspects of modern life, including health, education, parenting, entertainment personal relationships and current affairs. In Higher Education however, social media is becoming a site of tension between those pursuing connected and innovative educational practice on one hand and an increasingly constrained policy environment reacting to reputational damage resulting from subversive and risky online behaviour by students and staff on the other. Social media has polarised academics, many of whom dismiss it as time-wasting and trivialising academic work and others who embrace it as an open and evolving form of scholarship and academic practice. Students engage with it for learning despite the expected norms of traditional academic practice. This symposium will highlight and explore key issues dominating current debates around the use and misuse of social media in Higher Education drawing on the wisdom of the crowd to find solutions to such challenges. © 2016 Deakin University. All Rights Reserved.
5. Of Windows and Mirrors

Author:Herb, A;Collins-Gearing, B;Huijser, H


6. Investigation of face-to-face class attendance, virtual learning engagement and academic performance in a blended learning environment


Source:International Journal of Information and Education Technology,2021,Vol.11

Abstract:The purpose of this research is to investigate the correlation within three key variables in relation to students’ learning outcomes: Face-to-face class attendance, virtual learning engagement, and academic performance. A sample course with 3783 students’ data were analysed by applying a quantitative research methodology. The research data included one semester’s attendance records, students’ virtual learning engagement on the university centralized virtual learning environment and the average academic performance Both Spearman’s correlation coefficient and Pearson’s correlation coefficient were used for the hypothesis’s tests according to the variables’ data characteristics. This research has verified the positive correlations between face-to-face class attendance and academic performance, virtual learning engagement and academic performance in a blended learning environment at a Chinese transnational university, which are consistent with existing research. The finding about the positive correlation between the face-to-face class attendance and virtual learning engagement suggests that students can benefit from both traditional and contemporary teaching formats by integrating the virtual learning elements into the face-to-face class delivery.
7. Correcting tool or learning tool? Student perceptions of an online essay writing support tool at Xi’an Jiaotong-Liverpool University

Author:Reis, Charlie ; Huijser, Henk

Source:ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education Show Me the Learning,2016,Vol.

Abstract:This paper reports on the initial data from an extension project that intends to further develop Marking Mate, a self-directed assignment writing support programme developed at Xi’an Jiaotong-Liverpool University (XJTLU) by Eoin Jordan and Andy Snyder. The study explores how students currently use the programme and how they would like to see it being improved. In this paper, we explore the apparent tension between students wanting to use Marking Mate as a correction tool and its potential as a learning tool, with reference to the specific Chinese context of the university. An additional tension between a highly contextualised and locally developed programme (such as Marking Mate), and widely available online tools that allow for potentially similar outcomes (such as Grammarly), is also discussed. It is argued that the programme may be more effective if it is explicitly presented as a learning tool, rather than a correction tool. © 2016 Deakin University. All Rights Reserved.
8. Higher education teachers' experiences with learning analytics in relation to student retention

Author:West, D;Huijser, H;Heath, D;Lizzio, A;Toohey, D;Miles, C;Searle, B;Bronnimann, J


Abstract:This paper presents findings from a study of Australian and New Zealand academics (n = 276) who teach tertiary education students. The study aimed to explore participants' early experiences of learning analytics in a higher education milieu where data analytics is gaining increasing prominence. Broadly speaking participants were asked about: (1) their teaching context; (2) their current student retention activities; (3) their involvement in, and aspirations for, learning analytics use; and (4) their relationship with their institution around learning analytics. The sampled teaching staff broadly indicated a high level of interest but limited level of substantive involvement in learning analytics projects and capacity building activities. Overall, the intention is to present a critical set of voices that assist in identifying and understanding key issues and draw connections to the broader work being done in the field.
9. Of windows and mirrors Ambelin Kwaymullina's the tribe series, transformative fan cultures and aboriginal epistemologies



10. PBL and technology-supported learning: Exploring the right blend

Author:Huijser,Henk;Kek,Megan Yih Chyn A.

Source:Problem-Based Learning: Perspectives, Methods and Challenges,2016,Vol.

Abstract:© 2016 Nova Science Publishers, Inc. In the introduction to her book Problem-based Learning Online, Maggi Savin-Baden (2006) outlined the key challenges of using problem-based learning (PBL) online. Her two main underlying points were firstly that we do not really know or understand fully what it is we have created in PBL online, which she terms ‘unrealised complexity,’ and secondly that there has been considerable effort expended on the development of managed learning environments rather than the pedagogy of such development. In many ways, these underlying points are still highly relevant today, and they affect a number of key concerns and research questions that were identified at the time: • whether (and how) PBL online would affect the existence of face-to-face problem-based learning • whether it would destroy some of the original goals of PBL such as learning in groups, group work, or critical thinking This chapter combines theories of Problem Based Learning (PBL) with technologysupported learning practice to bridge the divide between theory and practice as it relates to the development of online PBL curricula. To make a theoretical argument about why PBL is a good approach to teaching in the 21st century is not so difficult, as it appears to tick all the right boxes. However, there is a large gap between the theory and the practice especially because PBL has the biggest potential impact if it is seen as a holistic approach to learning and teaching, rather than as one of many teaching techniques that include curriculum design, assessment, e-learning or any other element of learning and teaching that can be addressed in isolation. Any rewards, however small, from PBL can be achieved by design in a holistic manner and at the curriculum level. This means in turn that the implementation of PBL on an institutional level often encounters major obstacles and challenges, ranging from professional development needs to expectations about resource needs. In short, the theory behind PBL is convincing, but the link to practice is not always explicitly made. This paper attempts to address this gap between PBL theory and practice, by exploring a combination of PBL theory and blended learning theory and applying them to a practical application model. This is crucial if the goal is to revitalise problem-based learning for a new generation of learners, and to make it a relevant and rewarding pedagogical approach for this generation.
11. Interest or influence? an empirical study of US foreign aid to Israel

Author:Wang, Y

Source:ISRAEL AFFAIRS,2021,Vol.27

Abstract:Research on the determinants of U.S. foreign aid to Israel is commonly motivated by two contesting theoretical paradigms. Pioneered by Organski, the self-interest paradigm conceptualises aid as a mutually beneficial deal that helps the U.S. to advance its interest in the Middle East. The influence paradigm, best showcased by Mearsheimer and Waltz, views U.S. aid to Israel as a corollary of the overwhelming influence of pro-Israel interest groups on U.S. foreign policy decision-making. This article attempts to shed new light on the debate by using systematic data analysis. The results show consistent evidence in support of the self-interest paradigm.
12. A country's national culture affects virtual learning environment adoption in higher education: a systematic review (2001-2020)

Author:Li, N;Zhang, XJ;Limniou, M


Abstract:Although virtual learning environments (VLEs) have long been forecasted to accelerate the educational revolution, their adoption by teachers and students has not always been as effective as is expected over the years. This challenges universities that extensively investigated educational technologies. Stakeholders are keen to understand the underlying factors and mechanisms that influence technology adoption. However, the extant contradictive and inconsistent research findings from individual country or region fail to address the problem. To provide a holistic view, we follow the PRISMA protocol and synthesize 145 empirical studies across 42 countries and regions from 2001 to 2020. Our main contribution lies in integrating the institutional theory and the elements of country, culture, and university with the decision to adopt VLEs. Specifically, we develop three individual themes and two institutional themes about the factor characteristics. Power distance associates with the institutional cognitive-cultural influence, and long- and short-term orientation affects VLE adoption through the institutional normative facilitation. Masculinity-femininity links to individual cognition, while uncertainty avoidance has a connection with individual digital capability in the VLE adoption processes. We suggest that cultural dimensions should be examined as explanatory variables in future research. Implications and research significance in the COVID-19 pandemic are discussed.
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