With the pervasive digitalisation of work, the design and delivery of learning needs to account for the modern learner profile. He/she is busy, savvy and hungry to learn and seeks timely, relevant content as needed. In this 2-hr session, the Institute for Adult Learning (IAL) will share key considerations in the way capability development is designed and delivered for aspiring and established Training and Adult Education (TAE) practitioners. Gain insights into IAL’s ongoing transformation of its learning design and delivery, including how content development, curation and consumption is being re-imagined through our learning management system and other just-in-time technology-enabled learning support. Specific programme and resource illustrations will be used to share what works as well as ongoing challenges.

About Institute for Adult Learning

The Institute for Adult Learning (IAL) is an autonomous institute of the Singapore University of Social Sciences. IAL works closely and supports Adult Education professionals, businesses, human resource developers and policy makers through its comprehensive suite of programmes and services on raising capabilities and catalysing innovations in Continuing Education and Training (CET). IAL also champions research in sustaining economic performance through skills, shaping employment as well as CET decisions, and develops innovations through learning technology and pedagogy to heighten adult learning.
For more information, visit: www.ial.edu.sg

Details

Date: 2 December 2019 (Monday)

Time: 2.00pm - 4.00pm

Venue: Singapore University of Social Sciences

Fees: SGD150

Evolving towards digital era creates infinite opportunities with the existence of technology. MonsoonSIM is an ideal platform acts as an experiential pedagogy that features how technology are enabling the learning process. A platform that transforms how tutors teach business concepts, fundamental economics, enterprise resources management and planning (ERP) and data analytics. Participants will work in teams to achieve assigned KPIs. Subconsciously, MonsoonSIM allow participants to learn more on

• How to run a successful business with limited resources
• What concepts are involved in managing a large business
• How to adapt changing business environments
• What is an ERP system and how it helps our business
• Data Analytics from Live Data generated in MonsoonSIM workshop

MonsoonSIM for participant’s Interpersonal Skills of

• Critical Thinking
• Complex Problem Solving
• People Management
• Coordinating with others
• Judgement and Decision Making
• Cognitive Flexibility

Note: Participants please be reminded to bring your own devices (Laptop Preferable), to be used throughout MonsoonSIM workshop.

Details

Date: 2 December 2019 (Monday)

Time: 1.00pm - 4.00pm

Venue: Singapore University of Social Sciences

Fees: SGD150

Presenters: Kwang Cham, Anthea Cochrane, Rebecca Wong, Elaina Kefalianos, Megan Keage, David Kelly and Thomas Mathew

Providing feedback is an inherent requirement of the assessment process, but with increasing cohort sizes and corresponding numbers of assessments, providing effective student feedback beyond a mark has become laborious and unsustainable. In 2016, we began to develop an iPad-based assessment system that could provide students immediate written feedback and implemented it in 2017. This resource was recently adapted for use in Nursing, Physiotherapy, Speech Pathology and Melbourne Dental School at the University of Melbourne.

The presenters will share their wealth of experience in developing and implementing generic electronic assessment and feedback. Participants will have an opportunity to create written feedback and consider how their current paper-based assessments might be developed into digital forms under the guidance of the presenters. iPads will be provided to workshop participants. They will have hands-on opportunity to work through the design and setup of the system and be exposed to five different versions of the format and layout of the digital system. Participants will get to see how assessment rubrics are displayed and marks collated on a spreadsheet. The format, quality and type of feedback that students receive will also be shown.

Participants will bring along their paper-based assessment rubrics. Written feedback will be developed under the guidance of the presenters and participants will work in small groups to peer-review and critique each other. Participants will report back on their progress and challenges and plans for further development. Presenters will also share results and outcomes from their research.

Details

Date: 2 December 2019 (Monday)

Time: 1.00pm - 4.00pm

Venue: Singapore University of Social Sciences

Fees: SGD150

Presenters: Keith Foggett and Carol Miles

This workshop addresses current considerations necessary for the redesign of traditional academic assessment tools to be delivered authentically in the online environment. Much has been written about considerations of academic dishonestly surrounding contract cheating and identity verification in the online space. Specifically, the referenced academic essay, and formal examinations being delivered online pose the most salient academic integrity issues recently identified (Taylor, 2014). This workshop will facilitate a discussion of the myriad assessment tools available that will present students with authentic tasks and discourage both contract cheating and falsification of identity.

Recently, a tremendous amount of technological and policy development has been directed toward the verification of student identity and behaviour during online examinations. To date, this still remains problematic and largely unresolved.

Universities are aware of the need to offer courses relevant to students’ employment aspirations and to ensure they are providing students with realistic experiences relating to their field of study. This is at the core of the value that students place on the education they receive. As the primary measure of student success, summative assessment items must be designed to provide students with opportunities to demonstrate their learning in realistic ways. Few situations would see the formal essay the right assessment tool to demonstrate learning relevant to a workplace.

To maintain the integrity of curricula, measures of student success must align with employer expectations and university standards. Writing (and referencing) an academic essay, or completion of high stakes online examinations may not be the ideal way to measure this, and do not translate well to blended and online modes.

Given the range of assessment tools currently available, a disproportionate number of university assignments require a formally constructed and referenced academic essay (Brown, 2010). This is done in the belief that students need to learn to write academically whether or not it is a learning outcome of that course. The primary focus of marking these assignments is often the adherence to referencing formats and citation monitoring rather than whether or not the course outcomes have been achieved.

These traditional types of assessments are frequently required of online students, and represent the most common target of contract cheating providers, as the requirements are traditional and predictable. Rather than continue to struggle with these issues of combatting academic dishonesty, which relate to a relatively small percentage of students (Rundle & Clare, 2018), we now have an opportunity to redesign assessment to not only discourage academic dishonesty, but to present our online students with valid, reliable, and most importantly, authentic and engaging ways to demonstrate their achievement of learning outcomes. Accomplishing this requires a substantial transformation in the ways that we measure student achievement.

1. Opening and Introductions
2. Background and Applicable Theories
3. Academic Essays
4. Academic Integrity
5. Final Examinations
6. Alternatives to the Academic Essay (Concrete Examples)
7. Final conversations

Details

Date: 2 December 2019 (Monday)

Time: 1.00pm - 4.00pm

Venue: Singapore University of Social Sciences

Fees: SGD150

Presenters: Linda Corrin, Hazel Jones and Cassandra Colvin

The aim of this workshop is to explore how professional development initiatives can be established to help support teachers and learning designers to use the learning analytics systems, tools and approaches available in their institution to inform effective educational interventions and designs. The workshop builds on themes identified in last year’s ASCILITE Learning Analytics Special Interest Group workshop (Alhadad, Corrin, Jones & Colvin, 2018), which focused on the integration of learning design and learning analytics.

In particular, the workshop will address the following objectives:

• To explore the professional development needs of different stakeholders in relation to learning analytics
• To identify challenges and barriers to the access and use of data for educational purposes
• To design professional development solutions for different institutional contexts

In bringing together learning analytics with the idea of professional development, the workshop aligns with three of the key themes of this year’s ASCILITE conference, namely “Nurturing Digital Competencies for Teaching, Learning, Work & Citizenship”, “Data Analytics & Evidence to Improve Teaching & Learning” and “Practices and Challenges in Technology Enhanced Learning”.

Details

Date: 2 December 2019 (Monday)

Time: 1.00pm - 4.10pm

Venue: Singapore University of Social Sciences

Fees: SGD70

Presenters: Miriam Edwards and Meredith Hinze

Universal design for instruction (UDI) is often cited as a means of providing inclusive educational experiences to university students (Rose, Harbour, Johnston, Daley, & Abarbanell, 2006; Burgstahler, 2009). Recent shifts towards technology enhanced teaching, as well as blended and online delivery, have provided new interpretations of this framework. More recently, researchers concerned with both the experiences of on-campus (Dean, Lee-Post, & Hapke, 2017) and online students (Kent, 2016) have suggested UDI worthy of further consideration. While interest in UDI is increasing, evidence of its impact remains an emergent field of educational research (Boothe, Lohmann, Donnell, & Hall, 2018).

This three-hour workshop explores both the theoretical and practical application of UDI. Participants will explore how the nine principles of UDI, as defined by McGuire & Scott (2006) can be implemented across the curriculum for on-campus, blended and online courses. Consideration will be given to the use of educational technologies and their role in delivering UDI. Participants will have the opportunity to engage with colleagues to develop a broad perspective as to what UDI might look like in different disciplines, while reflecting on what this means within their own teaching context. In addition, this workshop will offer resources which can be adopted for staff development at the participant’s institution.

Participants in the workshop will:

1. be given an introduction to universal design and its application to learning and teaching
2. develop awareness of the benefits and challenges of UDI, and application across micro, meso and macro levels of instructional design
3. discuss examples of UDI strategies from various disciplines
4. develop strategies for implementing UDI within their own context
5. discuss considerations for blended and online delivery
6. use web-based tools which assist in the creation of accessible content
7. leave the workshop with resources (websites, readings, online tools) so they can further develop their knowledge of UDI and awareness of how to incorporate principles in their own teaching practice

Details

Date: 2 December 2019 (Monday)

Time: 1.00pm - 4.00pm

Venue: Singapore University of Social Sciences

Fees: SGD150