Showing posts with label virtual conference. Show all posts
Showing posts with label virtual conference. Show all posts

Friday, December 4, 2020

Improving Human Computer Interaction

Greeting from day two of OZCHI 2020, the Australian Human Computer Interaction Conference. Natasha Schüll's Closing Keynote on self-tracking technology, was troubling. Many of these devices seem to be designed to exploit consumers worry about health. As an example, a water bottle which monitor your consumption and prompts you when you need a drink. Apart from a tiny fraction of the population with specific medical conditions, such a device us necessary. This became even more worrying with the example of behavior modifying technology: electronic gadgets which don't just monitor, but emit signals to change behavior.

This is my second computer conference for the week (the first was ). As this one is or people researching how to make computers easier to use, it should work very smoothly online and so far it has. Part of this is in keeping things simple: ASCILITE had four parallel sessions, so I had to choose what to go to and work out how to get there. That is much easier online than face to face, but still can end up with what looks like a treasure map planning how to fit in all the sessions you have to chair, present at, or want to attend. 

 As with ASCILITE the timing seemed to be more generous with this online conference than with face to face ones. There was plenty of time for question and changeovers of speakers seem to go smoothly. This may be because there is no need for shuffling of chairs and movement of people. It may be in part because ordinary delegates, like me, can't see what is going on behind the scenes to keep the conference running smoothly. 

 However,at the Canberra get together of delegates organised by Jennyfer Taylor last night, there was praise for the sessions but worry about conference fatigue. I suggested the smooth flow of presentations may be contributing to "Zoom fatigue". As one session is quickly flowed by another, there is not the usual break when people shuffle in and out of rooms, and not the relief from sitting getting up to go to another room, with an incidental conversation with a delegate on the way.

ps: As with ASCILITE, Zoom was the primary technology, supplemented by Slack. Despite my low speed broadband wireless connection and slow computer, the video conference worked flawlessly. 

The success of low cost online conferences this year raised the question of what to do next year. Returning to face to face only, high cost conferences would exclude many potential presenters and delegates. I suggest this would be unethical and may also be unlawful. As alternative I suggest hybrid conferences, with a venue where people can attend in person, plus online participation. Variations on this can have multiple distributed venues, and use a "follow the sun" schedule for global events. 

For non-profit volunteer events an online conference with optional volunteer run local venues would be useful. The conference organizers would run the event as if it was all online. If someone wanted to provide a local venue, they could. This should prove attractive for universities who want to showcase their work: set up a venue and have their local presenters talk, inviting visitors to also attend.

Tuesday, December 1, 2020

Australian Human Computer Interaction Conference Starts Wednesday

OZCHI 2020, the Australian Human Computer Interaction Conference, starts Wednesday. Here is the program with items of note highlighted:

Wednesday, December 2, 2020


11:00 - 11:45 Paper Session: Motivating Chair: George Buchanen

Investigating Electronic Nicotine Delivery System Use Habits and Contexts Forest Sweeney and Moushumi Sharmin

15:00 - 15:45 Paper Session: Children Chair: Stephen Snow

Enabling adults with less education to support their child’s education through hyperlocal educational videos Deepak Padhi, Rohan Jhunja, and Anirudha Joshi

Serious Game Design To Promote Energy Literacy Among Children Mark Bayley, Stephen Snow, Jason Weigel, and Neil Horrocks

Local Perspectives for Sharing Economy Design on a Remote Tourist Island Greicy Silva, Peter Lyle, and Cláudia Silva

18:00 - 18:45 Paper Session: Wellbeing Chair: Irith Williams

You can’t always get what you want: Streamlining stakeholder interests when designing technology-supported services for Active and Assisted Living Kira Oberschmidt, Christiane Grünloh, Sefora Tunc, Lex van Velsen, and Femke Nijboer

“It Looks Like You Don’t Agree”: Idiosyncratic Practices and Preferences in Collaborative Writing Ida Larsen-Ledet and Marcel Borowski

Thursday, December 3, 2020 All times are AEDT

12:00 - 13:00 Among UX: Imposters, Crewmates and Noobs

Join our Industry Panel for a lively discussion to understand what industry wants, what students need and what we should teach our graduates. How do we prepare and guide our students to go from noobs in the industry, to being effective crewmates, and then become the leaders of the future, and not imposters.

13:00 - 13:45 Paper Session: Designing Chair: Donna Spencer

Codesign approaches to University-Industry Collaborations Ben Schouten, Gwen Klerks, Marcel Den Hollander, and Nicolai Hansen

Wednesday, December 2, 2020 All times are AEDT

10:00 - 10:45 Paper Session: Collaborating Chair: Aaron Quigley

Software Project Work in an African Context: Myths, Maps and Messes Muhammad Sadi Adamu

Friday, December 4, 2020

11:00 - 11:45 Paper Session: Aged Care Chair: Jenny Waycott

Privacy by Design in Aged Care Monitoring Devices? Well, Not Quite Yet! Sami Alkhatib, Jenny Waycott, George Buchanan, Marthie Grobler, and Shuo Wang

12:00 -12:45 Paper Session: Ageing Well Chair: Naseem Ahmadpour

Older adults and their acquisition of digital skills: A review of current research evidence Priyankar Bhattacharjee, Steven Baker, and Jenny Waycott

14:00 -14:45 Paper Session: Interacting Chair: Callum Parker

Usage and Effect of Eye Tracking in Remote Guidance Chun Xiao, Weidong Huang, and Mark Billinghurst

Smart Donations: Event-Driven Conditional Donations Using Smart Contracts On The Blockchain Ludwig Trotter, Mike Harding, Peter Shaw, Nigel Davies, Chris Elsden, Aydin Abadi, Chris Speed, John Vines, and Joshua Hallwright

Live Discussion on Hybrid Learning at ASCILITE 2020 Conference

Greetings from the ASCILITE 2020 Conference, where I am participating in the presentation of the second of two of two joint papers I helped with. This has moved into an interview mode, where the MC is asking the authors questions. 

The papers:

  1. A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
  2. A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).

Learning to Work Online for the Long Term


Greetings from the ASCILITE 2020 Conference, where I presented on the first of two of two joint papers. I am the last author and so did not have much to say. But it was good to be able to present. This reflected the way the papers were prepared: collaboratively online. We all used tools such as Padlet to throw in ideas, after which a few turned this into a formal paper. The presentation was done the same way, with the Padlet shown and many of the authors speaking. This is very different to the process I am used to, where writing a paper is a solitary experience. I might collaborate with an author, but one person assembles all the materials and then one presents it. I was the last author, on the ASCILITE paper, so was surprised to be asked to speak and concerned how that would work. In practice having multiple speakers went okay.

I suggest university staff need to get used to researching and teaching online. This should not be treated as a short term emergency measure and we will all go back to the meeting room and lecture theater soon. Even if all goes well with COVID-19 measures, as they are in Australia, NZ and a few countries in the region, things will not be back to "normal" before the end of 2021. Also the deteriorating geopolitical situation for Australia may see international students unable to get to campus, without warning, again. This is something I warned about in 2017. So I suggested we design work and study to be online, with face to face, where possible.

The papers:

  1. A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
  2. A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).

Monday, November 30, 2020

Turnitin’s Gradescope Workshop at ASCILITE 2020 Conference

Greetings from the ASCILITE 2020 Conference Online, where I am taking part in a Turnitin Gradescope Workshop. Two papers I helped with are being presented tomorrow, but first I am brushing up my grading skills. Anu had TurnItIn and I have used their GradeMark tool, but that is much the same as online assignment marking with Moodle (apart from integration with TurnItIn's plagiarism detector). Hopefully Gradescope does more than this.

I worry that online and semi-automated grading tools may make the fixation students and teachers have with grades worse. These tools look objective and analytical, which grading is not. I am reasonably confident that I can decide that a piece of work is below, at, or above the required standard. However, I am not sure I can really say where the work sits on a seven point scale, let alone a mark out of 100.

What would be useful would be a way to evaluate the quality of grading, especially where multiple graders are used.

Despite being a vendor provided workshop, there was a minimum of sales pitch. However, it would have been useful to compare Gradescope to commonly used online assessment tools, such as the Quiz, Assignment and Workshop tools in Moodle.

Gradescope has something called a "dynamic rubric". This allows the grader to create a rubric during the marking. I have some difficulties with this idea. First of all conventional wisdom, and natural justice, say that the student should be provided with the rubric before the assessment, so they know how they will be graded. If the rubric is made up during marking, the student can't have had it before. Next, this removes the discipline from the assessment designer to think carefully about what they are trying to assess and how it will be marked. There could also be a lack of consistency if the rubric changes during the grading. However, if the grader has not been provided with any rubric, this would be better than nothing. It would also be useful where a problem is found with a question, and the expected answer is wrong.

Gradescope provides statistics overall and on individual questions, much the same as other online marking tools. What I had hoped for were ways for evaluating the quality of marking, between multiple graders, but there doesn't seem anything for this. There was also mention of the use of AI, but no details in the workshop. Overall Gradescope seems to have the features I would expect in any grading tool.

Before creating a complex marking scheme, educators need to stop and consider the purpose of the assessment and the cost and suffering they are causing students. In most cases school and university assessment is intended to find if the student's skills and knowledge are to a required standard. We want citizens and workers who can function in a modern society. There is no need to rank all the students, or mark them to within 1%, for this: pass/fail is sufficient.

Universities might like an easy way to rank applicants, but is that really the job of schools and are school assessments really much use for that? Similarly, university academics may want to use assessment to select students for advanced research courses, but few students will be undertaking these advanced courses, so is it worth the cost of administering this assessment for all students? Outside university, no one much cares about university grades: as long as you passed, that is all that matters.

Friday, November 20, 2020

ASCILITE 2020 Conference Online 30 November

The ASCILITE 2020 Conference will be the organisation's first online. This is hosted 30 November and 2 December by UNE. This will be my first ASCILITE and I am an author on two joint papers: 


  1. A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
  2. A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).
These have been scheduled for parallel sessions at the same time at the conference. Normally this would involve a sprint down the corridor (in  some conference centers this might be half a kilometre and up several floors). Online it should be a couple of clicks, or as there are so many authors we can just divide up).

This is my first ASCILITE (I did attend a concurrent program at ASCILITE 2019 Singapore). The one and only time I submitted a paper previously, the reviews were so witheringly condescending that I gave up the whole idea of submitting a paper, or attending. The reviews of the joint papers this time were much more positive, indicating the fault was not with the reviewers, but my previous authorship. ;-)

The practice at face to face conferences is to keep on to time, not start early, so people can catch a specific presentation. However, I like the idea that you pick a session and have to stick with it. With four parallel steams this can be difficult. Here are my picks:

1:30 — 3:00 pm Breakout Zoom Session 1

Session 1 - Stream A


Bend me, stretch me: connecting learning design to choice - Carmen Vallis and Courtney Shalavin
ID: 32


Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19 - Amanda Bellaby, Michael Sankey and Louis Albert
ID: 64


Excellence in design for online business - Annora Eyt-Dessus and Leonard Houx
ID: 81


Session 1 - Stream B


A spectrum of assessments - Rina Shvartsman and Stephen Abblitt
ID: 35


Learning from COVID-19 to futureproof assessment in Business Education - Sandra Barker, Harsh Suri, Brent Gregory, Audrea Warner, Amanda White, Vivek Venkiteswaran and Una Lightfoot
ID: 70


Modelling the impact of alternative educational qualifications on the New Zealand higher education system - Stephen Marshall
ID: 73


Session 1 - Stream C


Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education - Scott Morton, Petrea Redmond and Peter Albion
ID: 4


Active learning in the time of the pandemic: Report from the eye of the storm - Iwona Czaplinski, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede and Christoph Schrank
ID: 11


Investigating links between students’ agency experiences in digital educational interactions, participation and academic performance - Maria Hvid Stenalt
ID: 82


Session 1 - Stream D


Pecha Kucha

D1 3 Alagu Sundaram 

Nurturing Self-Directedness

in Learners in a Fully Online

Module


3:00 — 3:30 pm— Break —3:30 — 5:00 pmBreakout Session 2

Session 2 - Stream A


Reimagining IL teaching and learning during the COVID-19 pandemic:  Research and evidence-based practice skills training redesigned for online delivery. - Fiona Jones, Abigail Baker, Raymond A'Court and Jo Hardy
ID: 56


Learning from a rapid transition to emergency remote teaching: Developing a typology of online business education designs - Elaine Huber, Celina McEwen, Peter Bryant, Matthew Taylor, Natasha Arthars and Henry Boateng
ID: 77


Promoting student engagement and preparation in flipped learning’s pre-class activities – A systematic review - Jessica Shan Mei Yang
ID: 9


Session 2 - Stream B


The benefits of creating open educational resources as assessment in an online education course - Eseta Tualaulelei
ID: 16


(e)Portfolio: a history - Orna Farrell
ID: 13


Assessing esport candidacy for critical thinking education - Ger Post and James Birt
ID: 20


Collaborative approach and lessons learnt from transitioning to remotely invigilated online examinations - Vinh Tran, Justin Chu and Jasmine Cheng
ID: 48


Session 2 - Stream C


A rationale for using interactive and immersive technology to support practical skill development of online OHS education - Elise Crawford, Frank Bogna, Aldo Raineri and Ryan L. Kift
ID: 59


The post-pandemic blended university in the time of digitisation - Philip Uys and Mike Douse
ID: 6


Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough - David Kwok
ID: 23


Emergency responses to teaching, assessment and student support during the COVID-19 pandemic - Alison Reedy, Kalie Carmichael and Oriel Kelly
ID: 67


Session 2 - Stream D


Pecha Kucha

For a full list of Pecha Kucha presentations click here



Session 3 - Stream A


Maybe It's Us: Imagining Organisational Learning Design - Sarah Thorneycroft
ID: 41


Three arrows models in the developing of new digital learning experiences - Pablo Riveros Riveros, Mika Tamura Tamura and Jin Tanaka Tanaka
ID: 51


Should we care about what the students do? Challenging how we design for online learning - Bettina Schwenger
ID: 52


The Value of Design Patterns in Designing Teaching in Online Settings - Steven Warburton and Mark Perry
ID: 55


Session 3 - Stream B


Development of a rubric to assess student participation in an online discussion board - Elizabeth Ware
ID: 58


Online Supervised Exams: Entering the 4th Year at UNE - Jennifer Lawrence and Kylie Day
ID: 63


Transforming Assessment – Critical reflections around resolving tensions between assessment for learning and of learning - Sabina Cerimagic and Priya Khanna
ID: 78


Using FeedbackFruits to enhance student learning: Scaling for transformative implementation - Chris Campbell, Lenka Borer and Sheila McCarthy
ID: 88


Session 3 - Stream C


Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review - Pey-Yng Low
ID: 18


Investigating the characteristics of MOOCs: A case study - Jennifer W.M. Lai, Matt Bower, Yvonne Breyer and John De Nobile
ID: 24


Revisiting the Intelligent Book: Towards Seamless Intelligent Content and Continuously Deployed Courses - William Billingsley
ID: 79


Session 3 - Stream D


Pecha Kucha

For a full list of Pecha Kucha presentations click here


11:00 — 11:30 am— Break —
11:30 — 1:00 pmBreakout Zoom Session 4

Session 4 - Stream A


Making engaging online videos: What can higher education teachers learn from YouTubers? - Neil Cowie and Keiko Sakui
ID: 7


Process not product: negotiating innovative interdisciplinary honours outcomes - Grant Ellmers and Chris Moore
ID: 19


A collaborative design model to support hybrid learning environments during COVID19 - Thomas Cochrane, James Birt, Neil Cowie, Chris Deneen, Paul Goldacre, Vickel Narayan, Lisa Ransom, David Sinfield and Tom Worthington
ID: 36


The implementation of H5P in an open-access first-year human physiology subject to improve student engagement and perception of learning. - Deanna Horvath, Amy Larsen, Stuart James and Victor Renolds
ID: 61


Session 4 - Stream B


How do we value academic time? - Mark Schier
ID: 37


Strategies for improving use of text-matching software by staff - Miriam Sullivan and Miela Kolomaznik
ID: 46


Rapid response to supporting learning and teaching: A whole of university approach - Chris Campbell and Simone Poulsen
ID: 54


Session 4 - Stream C


An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory - Michael Cowling and Robert Vanderburg
ID: 25


A mobile ecology of resources for Covid-19 learning - Vickel Narayan, Thomas Cochrane, Neil Cowie, James Birt, Meredith Hinze, Paul Goldacre, Chris Deneen, Lisa Ransom, David Sinfield and Tom Worthington
ID: 40


Applications for Virtual Reality Experiences in Tertiary Education - Ghaith Zakaria and Sonia Wilkie
ID: 68


Creating a digital learning ecosystem to facilitate authentic place-based learning and international collaboration – a coastal case study - Elisa Bone, Richard Greenfield, Gray Williams and Bayden Russell
ID: 84


Session 4 - Stream D


Community Mentoring Program presentations

1:00 — 2:30 pm— Lunch + extra activities (SIGs - Special Interest Groups and Zoomba) —
Read extra activity information here
2:30 — 4:00 pmBreakout Zoom Session 5

Session 5 - Stream A


Understanding Learning Analytics Indicators for Predicting Study Success - Dirk Ifenthaler and Jane Yin-Kim Yau
ID: 1


Content analytics for curriculum review: A learning analytics use case for exploration of learner context - Leah P. Macfadyen
ID: 2


Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item? - Kelly Linden, Neil Van Der Ploeg, Ben Hicks, Madeline Wright and Prue Gonzalez
ID: 44


Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students - Neil van der Ploeg, Kelly Linden, Ben Hicks and Prue Gonzalez
ID: 45


Session 5 - Stream B


On effective technology integration in accounting and business education - Marina Thomas and Valeri Chukhlomin
ID: 10


Supporting the transition to online teaching through evidence-based professional development - Darci Taylor and Joanne Elliott
ID: 22


Immersive professional learning to foster technology-enabled peer-review - Gayani Samarawickrema and Olga Gavrilenko
ID: 57


Writing Analytics Across Essay Tasks with Different Cognitive Load Demands - Eduardo Oliveira, Rianne Conijn, Paula de Barba, Kelly Trezise, Menno Van Zaanen and Gregor Kennedy
ID: 39


Session 5 - Stream C


2019 Innovation, 2019 Emerging Scholar and Community Fellow Award Winner presentations