19 - 21 October, 2016 | Hilton Sydney, NSW

Conference Day Two: Friday, 21 October 2016

Day 2

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9:00 AM Navigating Changing Student Dynamics and Heightened Expectations for Creating a Learner Centred Environment

Professor Pascale Quester , Deputy Vice-Chancellor and Vice-President (Academic) and Pro Vice-Chancellor (Student Learning), University of Adelaide

With changing student cohorts it is important to align institutional strategy, curriculum development, and space design to support 
educators to employ active learning pedagogy. Educational institutes have been challenged to 
rethink how they can align with personalised and technical demands students are familiar with in 
their every day lives.
   Insight on the changing dynamics and what constitutes a course in the contemporary educational 
setting
   Creating an environment for enabling students to be the centre of their learning
   Aligning assessment methods within a blended learning environment


Professor Pascale Quester
Deputy Vice-Chancellor and Vice-President (Academic) and Pro Vice-Chancellor (Student Learning)
University of Adelaide

9:50 AM Panel Discussion: Is Transforming the Structure of Qualifications the Key to Ensuring Universities Don’t Become Obsolete

Jeff King , Executive Director of the Center for Excellence in Transformative Teaching and Learning,, University of Central Oklahoma

Professor Mike Keppell , Pro Vice-Chancellor Learning Transformations, Swinburne University of Technology

The corporate sector is becoming an increasing threat to traditional university models, offering shorter, cheaper and more relevant qualifications targeted at specific skillsets needed in today’s employment market. Becoming flexible and changing the structure of qualifications to improve employability and work ready graduates has become a key focus for the tertiary sector. Similarly, if universities are to attract and retain students, transforming the curriculum to provide a more engaging and interactive style of learning is in order.

The question is, is transforming the curriculum, teaching and learning, and assessment and accreditation the most critical focus if universities are to remain competitive and survive in a disruptive market?
Jeff King
Executive Director of the Center for Excellence in Transformative Teaching and Learning,
University of Central Oklahoma
Professor Mike Keppell
Pro Vice-Chancellor Learning Transformations
Swinburne University of Technology

10:30 AM Speed Networking

10:50 AM Morning Tea



The University of Central Oklahoma is in the third year of implementing the Student Transformative Learning Record (STLR) initiative, which embeds employability skills in the curriculum and the co-curriculum via our Central Tenets structure and our LMS. The STLR process helps students develop these skills; faculty and staff assess this development using high-quality rubrics; evidence of the development is captured via eportfolio; and students are trained in how best to present evidence to employers that they possess these skills. Other aspects of STLR:

●     Student mobile dashboard allows students to track their employability skill development
●     Comprehensive Student Record which combines STLR badging achievement documentation, including drill-down detail, with the academic transcript
●     At least one “STLRized” assignment in each class, part of which has students producing an employability skill development learning artifact
●     In use or planning at other institutions
●     Technology, training, messaging, convincer strategies — all figured out, learned the hard way, improved, etc.

Dr. Jeff King, Executive Director of the Center for Excellence in Transformative Teaching and Learning, University of Central Oklahoma
Each person is to share with the table their most pressing challenge, before collectively deciding which issue to pursue. The table will elect a facilitator/note taker who will record the topic being explored and the ideas/solutions of the table. IQPC will document this and send it to delegates. After 40 minutes of discussion, the facilitator of each table will report back to the room their problem and solutions.

12:40 PM Lunch

1:40 PM Future Capable: Moving Beyond ‘Graduate Employability’ to Learning for Life and Work in a Digital World

Dr Ruth Bridgstock , Office for Learning & Teaching National Senior Teaching Fellow, Creative Industries Course Co-cordinator, Queensland University of Technology

This presentation asks what it means to be capable in the context of a world of work and society undergoing massive disruptive change under the influence of digital technologies. It engages with the key shifts that are occurring to the labour market, work and careers, and explores the 21st century capabilities and skills that Ruth’s research and that of others suggests will be important to graduates’ productive participation in the years to come, including capabilities for complex problem solving and innovation, enterprise and career self-management, social network capabilities, and digital making skills. 
  • Key ways universities can foster 21st century capabilities 
  • Strategies for building agile and dynamic educational institutions that are as ‘future capable’ as the graduates they produce
Dr Ruth Bridgstock
Office for Learning & Teaching National Senior Teaching Fellow, Creative Industries Course Co-cordinator
Queensland University of Technology

2:20 PM Authentic Assessment: Broadening Practice to Empower Student Engagement

Professor Mike Keppell , Pro Vice-Chancellor Learning Transformations, Swinburne University of Technology

  • The increasing importance of authentic assessment and learning oriented assessment in contemporary Higher Education
  • Focussing on 'assessment AS learning' as opposed to 'assessment OF learning'
  • Designing assessment tasks that are real-world tasks
  • Using technology affordances to enhance assessment practice
  • The important of feedback as feed-forward in the learning and assessment process
  • Examples of project-based assessment, peer assessment of group projects and negotiated assessment tasks
Professor Mike Keppell
Professor Mike Keppell
Pro Vice-Chancellor Learning Transformations
Swinburne University of Technology

3:00 PM Designing Open Online Learning Resources

Dr. Katy McDevitt , Program Manager, AdelaideX, University of Adelaide

For a growing number of students, their relationship with a university provider now starts with an open online course. Some of these open learners are satisfied with that initial experience and don’t need a certificate, others take away a simple open certification. Beyond this, a smaller cohort of highly committed MOOC learners may be inspired to seek ways to transfer their learning into the mainstream of tertiary education so that they can formalise their MOOC achievement and join their peers for further formal studies, on campus or online. How can we introduce greater student-centricity to our planning of open course offerings and make sure they connect up with for-credit qualifications, so that these students can readily show what they have learned in a MOOC, and transfer it wherever they go next? In this talk, Katy McDevitt will address the challenges of designing open online learning resources which need to articulate with credentials that are still emerging, and will show how the University of Adelaide is seeking to realise opportunities to deepen the relationship with now almost 400,000 learners worldwide.

Dr. Katy McDevitt
Program Manager, AdelaideX
University of Adelaide

3:40 PM Afternoon Tea

4:10 PM Panel Discussion: Assessment vs Demonstrating Learning Outcomes

Professor Pascale Quester , Deputy Vice-Chancellor and Vice-President (Academic) and Pro Vice-Chancellor (Student Learning), University of Adelaide

Danny Carroll , eLearning Innovation and Strategy, Business School, University of New South Wales

This panel discussion will delve into the weight of assessment over demonstrating learning outcomes and developing a learner-centred approach. It will question the basis of what universities are trying to achieve through assessment, why they actually assess students and whether there is a better approach to proving skills and how to change the status-quo.
Professor Pascale Quester
Professor Pascale Quester
Deputy Vice-Chancellor and Vice-President (Academic) and Pro Vice-Chancellor (Student Learning)
University of Adelaide
Danny Carroll
eLearning Innovation and Strategy, Business School
University of New South Wales