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1 The 3 rd annual E-Learning Summit Two-day conference 6 th & 7 th March 2013 Half-day interactive workshop 8 th March 2013 Rendezvous Grand Hotel, Melbourne DAY ONE: Wednesday 6 th March Registration and coffee 8.50 Welcome and speed networking session 8.55 Opening remarks from the Chairperson Professor Beverley Oliver, Deputy Vice-Chancellor (Education), Deakin University OPEN-SOURCE EDUCATION International Keynote Address 9.00 Building the Open Educational Resource (OER) OER introduction What is OER and why is it important? Goals and objectives of open-source Issues surrounding the OER Professor Rory McGreal, UNESCO/ Commonwealth of Learning Chair in OER, Athabasca University, Canada OPEN-SOURCE IN AUSTRALIA Vice-Chancellor Keynote Address 9.45 Improving the University s Online Presence in a Digital World Enhancing online learning resources and the University s digital presence Realising the potential of new learning technologies and learning styles Lessons learnt and key factors for successful implementation The advent of the Student Relationship Officer Case Study: The OER University Professor Jan Thomas, Vice-Chancellor, University of Southern Queensland ONLINE COMPETITION Exploring the Impact and Implications of MOOCs on Universities What is the impact of MOOCs on online competition, both locally and internationally? How will MOOCs impact pricing of University courses? What can universities learn from the MOOCs model? Future implications of the MOOCs model Paul Wappett, CEO, Open Universities Australia Morning tea MOOCS IN HIGHER EDUCATION Disruption and Disaggregation: Do we Need to Keep the Baby? A review of the growth of MOOCs in Higher Education A critical review of their disruptive force Reflecting on how MOOCs are contributing to the disaggregation of traditional university teaching and learning practices Considering the role of MOOCs in a whole of University strategy, drawing on The University of Melbourne's partnership with Coursera A/Professor Gregor Kennedy, Director of elearning, The University of Melbourne 1

2 STUDENT DIGITAL LIFE Issues in Online and Distance Education: What Does and Doesn't Work? Review of attrition and completion rates for online courses Do students themselves have the discipline and skill to succeed? How to help students manage the transition into digital student life What are the remedies for failed courses and disillusioned students? Professor Mike Keppell, Executive Director, Australian Digital Futures Institute, University of Southern Queensland FROM SOOC TO MOOC Teaching a Small Open and Online Course (SOOC) Overview of participant demographics Initial expectations versus course outcomes From SOOC to the MOOC Case Study: Open Learning Danny Munnerley, Assistant Professor, Teaching & Learning Centre (TLC), University of Canberra Lunch and Networking Opportunity ONLINE LEARNING 1.40 Mainstreaming Innovation for Future Education How to achieve collaboration across academics and learning technologists Approaches to scaling up appropriate projects with evidence across the institution Professor Gilly Salmon, Pro Vice-Chancellor (Learning Transformations), Swinburne University BLENDED LEARNING 2.10 Enhancing the Blended Learning Environment for Improved Student Learning Blended learning versus the passive lecture theatre Focusing on interactivity and the value of face-to-face What are the benefits in terms of student learning styles? What strategies work best for improved student learning? Professor Robert Reed, Pro Vice-Chancellor (Learning and Teaching), Office of Learning & Teaching, Central Queensland University 2.40 Utilising Blended Design to Learn and Teach in Integrated Environments What is the student experience of blended learning? What is the impact of campus development design on student learning? How have recent projects improved the physical and virtual learning space? Case Study: University of Sydney campus development project A/Professor Rob Ellis, Director of elearning, Learning Space, Institute for Learning and Teaching, The University of Sydney 2

3 WORKLOAD IN E-LEARNING 3.10 Workload in E-teaching: Could MOOCs be the Solution? Academic workloads and time-constraints of additional tasks required in e- teaching Why current workload allocation models in universities seem unsustainable Key concerns surrounding the lack of per-student funding and effect on working hours Can MOOCs provide an answer? Would they be dominated by North American curricula? Professor Yoni Ryan, Adjunct Professor, Queensland University of Technology 3.40 Afternoon tea QUALITY AND PEDAGOGY 4.00 New Frontiers: The Science of Learning Meets the Art of Teaching Online The science of learning in higher education What is the evidence for effective online learning strategies? Where the science of learning and the art of teaching meet Future directions for incorporating the learning sciences into online instructional design Dr. Jason Lodge, Lecturer, Griffith Institute for Higher Education (GIHE), Griffith University LEARNING DESIGN 4.30 Discovering How to Improve Learning Design to Make MOOCs Work for Australia What is the student experience of learning online? Why might some students struggle more than others? How can teachers encourage self-directed learning? Dr. Kate Bowles, Head, Learning Design Unit, Centre for Educational Development, Innovation and Recognition, University of Wollongong FUTURE BUSINESS MODELS 5.00 Drivers of Change Contestability, Democratisation, Digital Technologies, Global Mobility and Integration with Industry Impact on universities Potential models of the future Implications Justin Bokor, Commercial Director, Monash University 5.30 Closing remarks from the Chairperson 5.35 Networking drinks 3

4 DAY TWO: Thursday 7 th March Registration and coffee 8.50 Welcome 8.55 Opening remarks from the Chairperson Professor Mike Keppell, Executive Director, Australian Digital Futures Institute, University of Southern Queensland E-LEARNING AND ENGAGEMENT Opening Keynote Address 9.00 Optimising Course Design for Learning and Engagement Key issues for delivery of online content in the current climate Managing online learning - strategies that work, and how Encouraging student interaction and engagement Professor Shirley Leitch, Leader of the Socially Sustainable Technologies Flagship, Swinburne University of Technology MOBILE LEARNING 9.30 Mobile Learning and Student Engagement in and Outside the Classroom New developments in mobile devices and mobile platforms The drivers of mobile learning Features of University mobile learning Ease of access to social network sites Implementing a successful mobile learning strategy Associate Professor Philip Uys, Director, Strategic Learning and Teaching Innovation, and mlearning sponsor, Division of Learning and Teaching Services, Charles Sturt University E-LEARNING TECHNOLOGIES The Crowd in the Cloud: MOOCs as a Learning Environment Unpacking what sorts of learning MOOCs actually involve Exposing the types of MOOC which have emerged so far Identifying what uses they might have in comparison to other common webbased learning formats Clint Smith, Director, LearnWorks Morning tea ONLINE ASSESSMENT Harnessing the Potential of Self Assessment Online Calibrating student judgement through self-assessment online Integrating Graduate Attribute feedback with self-assessment The new REVIEW attribute-based marking system Darrall Thomson, Senior Lecturer and Director of Teaching and Learning, School of Design, Faculty of Design, Architecture and Building (DAB), University of Technology Sydney Responding to Student Expectations for Flexible Learning and Online Assessment What are the options available for online assessment methods? Does this effect student learning? Key benefits to academic workloads On-time response for student feedback Dr. Wendy Sutherland-Smith, Senior Lecturer, Learning Programs Development and Innovation, School of Psychology, Deakin University 4

5 11.50 Identifying the Implications of Computer-Based and Online Assessment Methods Key considerations in the development of computer-based and online assessment What are the pros and cons of designing and implementing online assessment? Does online assessment allow the development of critical thought? Professor Patrick Griffin, Executive Director, Assessment and Teaching of 21st Century Skills Project and Associate Dean, Director, Assessment Research Centre, The University of Melbourne Lunch and Networking Opportunity LEARNING COMMUNITIES New Zealand Cross-Comparison 1.20 Facilitating Student Participation in the Online Learning Environment Enriching the student experience through technology-enhanced learning Facilitating and supporting student engagement in the online environment Making the most of interactive and online learning communities Example case studies Gordon Suddaby, Associate Professor, Massey University ONLINE CONTENT, DESIGN AND DELIVERY 1.50 Monitoring the Quality of Content in Online Delivery What are the ethical and social justice considerations surrounding quality of content, design and delivery? What is the University and teacher s duty to students in ensuring content quality? How does this fit in with quality assurance and regulatory requirements? Professor Garry Marchant, Deputy Vice-Chancellor and Vice-President (Academic), Charles Sturt University CONTENT OWNERSHIP 2.20 MOOCs and Learning Content Whose Rights? Third party content and other copyright issues for MOOCs Using licensed content. Using university-owned content are there any problems? How can open courseware (OCW) and Creative Commons licenses be used? Derek Whitehead, Director, Information Resources and University Copyright Officer, Swinburne University of Technology 2.50 Afternoon tea EFFECTIVE E-LEARNING 3.10 Mastering the Tricks of the Trade in E-learning How to develop an integrated and effective e-portfolio platform The good and the bad: what will work? Ease of use to enable student and teacher adoption Encouraging life-long learning Evaluation and benchmarking processes Dr. Rachael Hains-Wesson, Lecturer, Assessment and Learning Design (Learning Futures), Deakin University 5

6 SOCIAL MEDIA 3.40 Exploring the Right Social Media Platforms to Engage Students in the Learning Process: using a Knowledge Model Choosing the right social media platforms for the following knowledge purposes: knowledge identification knowledge creation knowledge quality assurance knowledge dissemination What is the role of social media in scholarly networking? Kelly Costa, PhD Student, Faculty of Business & Enterprise, Swinburne University of Technology NEW OPPORTUNITIES 4.10 Discovering New Opportunities in Mobile Learning and the MOOCs Revolution Development of a MOOC platform from mobile to web Experiences and outcomes of the platform to date What is the student response to the MOOC? Case Study: UWA s MOOCs in collaboration with Stanford University Professor David Glance, Director, Centre for Software Practice, The University of Western Australia 4.40 Closing remarks from the Chairperson 4.50 End of conference WORKSHOP: Friday 8 th March 2013 Half-day Interactive Workshop 9.00am 12.30pm: Open Educational Resource Introduction Course development and design Assembly and adaptation of OER Issues surrounding copyright Professor Rory McGreal, UNESCO/ COL Chair in OER, Athabasca University, Canada 6

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