Australia Group 1

Australia Technology Summit Group 1 Workspace

Wiki workspace for Group 1 [return to Summit Page]

Discussion/Analysis of Key Trends

  • As the availability and use of electronic books continue to grow, the traditional publishing (and textbook) market is undergoing a profound and lasting change.
  • Social and open forms of peer review and scholarship are gradually gaining acceptance.
  • The availability of educational content for mobile devices is increasing as more providers develop for these platforms.
  • The way we think about learning environments is changing.

Replacing print resources with more cost effective options
- already underway
- are we assuming that print is not cost effective - sometimes print can be more effective and have value
- not cost saving - transfer of cost to students
- how is transition managed - supply students with ipad?
- open access textbooks and journals
- staff writing ebooks (eg RMIT)

Traditional publishing undergoing change
- DRM issues eg loan ebook for 3 days
- open format required
- need policy decision
- journals and rankings - ace for publishing companies
- Apple Inkling, Safari Online eg buy a chapter

Mobile Devices in Classes
- not allowed in classrooms
- Ed QLD only allow certain access to resources (filtered)

iPad Niche
- not filling a niche = a game changer
- catalyst for change
- more important than just a niche
- iPad does a few things really well (different interaction platform)

Social Media in Classroom
- happening but slow
- not well lead (where are the leaders?)
- not equally across all faculties
- lack on staffs own use
- growing fear of social networking
- not always linked to learning (evidence for learning)
- Value in identifying individuals leading social media, entry points for beginners and evidence for knowing you are doing well

Evidence of genuine empirical research (added point)
- Many use social media but lack of examples for successfully embedding in to current teaching practise
- Traditional teaching is merely just implemented with new technology

Peer Review
- Open journals with peer review required
- Ranking need to be improved for Open Journals
- High profile recent examples in Sciences (open data sharing)
- Call for metrics related to sharing
Metrics for engaging in open sharing non existant - need to show utilisation
+ credit for looking, using and remixing

Student, attribution and completion rate
- Australia - drop out rate in first year 18 - 35%
- Technology can reformulate what retension means (dropouts move between universities - more students finding what they want to study - should not be penalised for being the first enrolment)
- Competition between universities - need to be less competitive to ensure sharing

The Way we Think about learning environments is changing
- missing
metrics for sharing
research on tech ed
reflective learning (eg mind mapping)
Meta-statement not a trend
- need to encourage play

Discussion: What are the implications of trends identified in the 2010 research?
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Discussion/Analysis of Critical Challenges

  • Even where technology for learning is strongly promoted, there remains a desperate need for professional development opportunities around emerging technology.
  • There is a conceptual mismatch between pedagogical practice and the design of many emerging technologies that makes it difficult for teachers to appreciate or use new tools.
  • There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy.
  • In today's networked world, learners are placing greater value on knowing where to find information rather than on knowing the information themselves.

Professional development opportunities around emerging technology
- JIT support - more competent and trained first tier support
- Twitter useful for crowdsourcing (Yammer)
- Knowledge of experts doing similar things (don't want to re-invent the wheel)

Faculty under pressure to perform
- Recognition is required
- Sanctioned space for courses that try new things without penalty

Instutional Inertia
- movement to other systems and it areas that look after LMS are responding to change and innovation
- structure and senior admin affect change
- mismatch of value attached to academic performance eg honours 30 points but sustainable building only 2 points

Absence of Pedagogical Models (Add to list - new 10)
- Practice is refered to in 7 but this is not a model

- Proactive program to support people in transitioning
- eg T&L grants - too small and only for approved grants

University - new staff (younger staff) are more conservative (journal ranking, amount of grant funding, but not for new T&L practices)
UQ does have a T&L focused academic positions
VET - new staff are more tech savvy/adventurous

Key new skills, including information literacy, visual literacy, and technological literacy
- if tech is going to be successful - formal instructional should not be required
- is this a role for the library - not course embedded (though some course specifics need to be handled at the course/unit level)
- assement should not be limited to text-based essays - media/products are starting to be allowed
- volume and quality issues - library can play this role
- rating and recommendation on library resources

Evaluation and Assessment (new 9)

Cloud Computing
- dynamic provision is faster & efficient but what about cloud resources students are using outside what is provisioned by the uni
- policy implications (re storage of student data offsite)

Discussion: What are the implications of challenges identified in the 2010 research?
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Building a Case for Action

Identify critical groups, audiences, and projects of local significance:

  • group, audience, or project
  • group, audience, or project
  • group, audience, or project

What Actions can we Catalyze?

Identify 3-4 practical & timely potential action steps
  • Action Step
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  • Action Step