Faculty of Education - Research Publications
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ItemNo Preview AvailableAuthorship practices in educational technology research(Australasian Society for Computers in Learning in Tertiary Education, 2022-04-14)Authoring documents and academic articles is a key means by which researchers share new knowledge and is closely tied to academic progression, prestige for individuals and institutions, and continued funding of research. In this editorial we continue our discussion around ensuring quality research and publication practices, with a focus on authorship. There are concerning trends emerging around practices in relation to authorship across the publishing landscape. In the field of educational technology research, projects can involve teams of people in a variety of roles. This can result in a particular risk, that important contributions of learning designers and technologists are overlooked, despite their involvement in the creation of the tools tested, or the infrastructure with which we collect data. In this editorial we will consider the importance of authorship, explore the common issues related to how authorship is determined and represented, and relate the debate currently in play across different disciplines around authorship to our context of educational technology research. We will conclude by introducing our revised guidelines for authorship at AJET.
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ItemNo Preview AvailableThe role of change in AJET in 2021: reflections, bibliometrics, and future plans(Australasian Society for Computers in Learning in Tertiary Education, 2021-12-20)The end of 2021 marks the first anniversary of the new AJET Lead Editor Team. In this editorial we explore the role of change in the past two years of educational technology in tertiary education, and what this has meant for AJET. We also present the bibliometrics for the year, a summary of what was published in AJET in 2021, and what we have learnt as the new lead editor team. We conclude with a look at what is next for AJET as we move into 2022 and a thank you to all the important people who make AJET a success.
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ItemNo Preview AvailableAJET in 2021: Change, bibliometrics and future directions(AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)This is the first issue of AJET for 2021 and the first for the new Lead Editors. We introduce ourselves and celebrate the contributions of the outgoing team. In this editorial, we then present the AJET bibliometric data updated for 2020 and describe the changes to the team of Associate Editors that support the work of this journal. Finally we outline the articles that are included in this issue and present our plans for 2021 and into the future.
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ItemNo Preview AvailableOpen Science and Educational Technology Research(AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)Over the last decade a spate of issues has been emerging in empirical research spanning diverse fields such as biology, medicine, economics, and psychological science. The crisis has already led to fundamental shifts in how research is being conducted in several fields, particularly psychological science. Broadly labelled the ‘replication crisis’, these issues place substantial doubt on the robustness of peer-reviewed quantitative research across many disciplines. In this editorial, we will delve into the replication crisis and what it means for educational technology research. We will address two key areas, describing the extent to which the replication crisis applies to educational technology research and suggestions for responses by our community.
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ItemNo Preview AvailableTrends in education technology in higher education(AUSTRALASIAN SOC COMPUTERS LEARNING TERTIARY EDUCATION-ASCILITE, 2021)
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ItemNo Preview AvailableShifting to digital: a policy perspective on 'Student perceptions of privacy principles for learning analytics' (Ifenthaler & Schumacher 2016)(SPRINGER, 2021-02)This article considers Ifenthaler and Schumacher's (in Educ Technol Res Dev 64(5):923-938, 2016) paper entitled "Student perceptions of privacy principles for learning analytics" from a policy perspective. The increasing shift to digital occurring across the education landscape has resulted in greater access to data that can be used to enhance the student learning experience. However, it is essential that appropriate policy be in place to ensure the ethical use of such data, and equally important that the student voice be included in the development of such policy. Ifenthaler and Schumacher's study investigates students' preferences for the types of learning analytics systems they would like to be able to access and willingness to share their data for use in these systems. They find that students would like access to learning analytics systems that provide a broad range of information that can promote metacognitive awareness and provide personalised feedback, but are not entirely comfortable with sharing the full range of data necessary to inform such systems. These findings are important in acknowledging the difficulties in building a shared understanding and vocabulary when speaking to students about the possibilities and ethical implications of learning analytics. Consequently, further consideration is needed to build students' understanding of the purposes and benefits of sharing data as well as awareness of the range of policies that inform a consultative process around systems implementation to ensure transparency and accountability so that learning analytics can play an effective, but safe, role in our increasingly digital education environments.
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ItemAn innovative OSCE clinical log station: a quantitative study of its influence on Log use by medical students(BIOMED CENTRAL LTD, 2012-11-12)BACKGROUND: A Clinical Log was introduced as part of a medical student learning portfolio, aiming to develop a habit of critical reflection while learning was taking place, and provide feedback to students and the institution on learning progress. It was designed as a longitudinal self-directed structured record of student learning events, with reflection on these for personal and professional development, and actions planned or taken for learning.As incentive was needed to encourage student engagement, an innovative Clinical Log station was introduced in the OSCE, an assessment format with established acceptance at the School. This study questions: How does an OSCE Clinical Log station influence Log use by students? METHODS: The Log station was introduced into the formative, and subsequent summative, OSCEs with careful attention to student and assessor training, marking rubrics and the standard setting procedure. The scoring process sought evidence of educational use of the log, and an ability to present and reflect on key learning issues in a concise and coherent manner. RESULTS: Analysis of the first cohort's Log use over the four-year course (quantified as number of patient visits entered by all students) revealed limited initial use. Usage was stimulated after introduction of the Log station early in third year, with some improvement during the subsequent year-long integrated community-based clerkship. Student reflection, quantified by the mean number of characters in the 'reflection' fields per entry, peaked just prior to the final OSCE (mid-Year 4). Following this, very few students continued to enter and reflect on clinical experience using the Log. CONCLUSION: While the current study suggested that we can't assume students will self-reflect unless such an activity is included in an assessment, ongoing work has focused on building learner and faculty confidence in the value of self-reflection as part of being a competent physician.
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ItemWhat data and analytics can and do say about effective learning(SPRINGERNATURE, 2017-12-09)The collection and analysis of data about learning is a trend that is growing exponentially in all levels of education. Data science is poised to have a substantial influence on the understanding of learning in online and blended learning environments. The mass of data already being collected about student learning provides a source of greater insights into student learning that have not previously been available, and therefore is liable to have a substantial impact on and be impacted by the science of learning in the years ahead. However, despite the potential evident in the application of data science to education, several recent articles have pointed out that student behavioural data collected en masse do not holistically capture student learning. Rogers contends that this positivist view of analytics in education is symptomatic of issues in the social sciences more broadly. While there is undeniable merit in bringing a critical perspective to the use of data and analytics, we suggest that the power and intent of data science for understanding learning is now becoming apparent. The intersection of the science of learning with data and analytics enables more sophisticated ways of making meaning to support student learning.
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ItemCompleting the loop: returning learning analytics to teachers(ascilite, 2014)This paper provides an outline of an Australian Government Office of Learning and Teaching project that aims to investigate and then develop ways in which learning analytics data can be more usefully harnessed by academic teachers in higher education. Fundamental to this project is linking the learning design of online tasks provided to students with the learning analytic affordances of the technology-based tools that support them. The paper provides an outline of the background to the project, including its conceptual underpinnings, and sets out the program of research and development. The expected outcomes of the project are discussed.