CfLAT - Centre for Learning and Teaching

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This collection contains research from the Centre for Learning and Teaching (CfLAT).

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Browsing CfLAT - Centre for Learning and Teaching by Author "Chanane, Nawal"

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    A Model for Nurturing a Networked Academic Community: #ASCILITEMLSIG Mobile Learning Special Interest Group
    (Informa UK Limited, 2024-05-13) Narayan, Vickel; Cochrane, Thomas; Stretton, Todd; Chanane, Nawal; Alizadeh, Mehrasa; Birt, James; Bone, Elisa; Cowie, Neil; Deneen, Chris; Hinze, Meredith; Sinfield, David; Worthington, Tom; Goldacre, Paul; Vanderburg, Robert
    This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was established to facilitate mobile learning praxis to enable authentic learning and learner agency through a networked community of academic practitioners and researchers. The paper identifies critical elements of the MLSIG networked community through an autoethnographic narrative from 14 self-nominated participants. These are woven into a proposed framework and model for nurturing networked academic development communities.
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    A University’s Comprehensive and Integrated Response to Generative AI in Assessment: Preparing for a New Educational Landscape
    (University of Otago, 2024-08-15) Davies, John; Mann, Nell; Chanane, Nawal
    The continued development of generative Artificial Intelligence (AI) has caused tertiary education to review and evaluate their assessment practices. At Auckland University of Technology (AUT), we have taken a whole-of-institution approach to the systematic integration of generative AI into assessment design. This work is grounded in a new set of Assessment Principles, Policy and Procedures that provide a foundation on which to build a sustainable approach to the integration of generative AI into assessment and feedback design. Alongside the policy, a framework has been created to enable teaching staff to make informed short and longer-term decisions about assessment design. In this short paper, we aim to showcase our approach by focusing on three areas: (1) exploring the broader contexts related to generative AI and its influence on our work at AUT, (2) detailing our specific responses to generative AI and assessment that align with institutional strategy, and (3) anticipating future opportunities and challenges in implementing our approach at scale.
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    It Takes a Village: Community of Practice to Transition an LMS During Covid-19
    (Tuwhera, Auckland University of Technology (AUT) Library, 2023-02-17) Stretton, Todd; Chanane, Nawal; Lees, Amanda B
    Many educational institutes have been challenged with the rapid response to developing appropriate “new norms” in the wake of the COVID-19 pandemic. This was complicated further at Auckland University of Technology (AUT) with the announced sundowning of the Learning Management System (LMS- Blackboard) in late 2020. With the forced transition to Canvas during a pandemic, AUT Learning Transformation LAB (altLAB) worked directly with academic and administrative staff to establish a collaborative approach to implementing Canvas tailored for each Faculty. The Faculty of Health and Environmental Sciences (FHES) established a Community of Practice (CoP) with staff from altLAB, “Canvas Champions”, Faculty Academic Advisors, and project Change Manager gaining direct relationships towards both the project management team and academics. CoP employs three key characteristics: (1) Joint Enterprise (shared domain of interest); (2) Mutual Engagement (engagement in joint activities and relationship building), and (3) Shared Repertoire (sharing of resources for practice) (Lave & Wenger, 1991; Nicolini et al., 2016; Wenger-Trayner et al., 2015). Joint Enterprise was readily established by inviting key members to a join a weekly “FHES Canvas Catch Up” with a shared aim of integrating well-designed curriculum and assessment into Canvas courses. Members of the group actively engaged in joint activities that both informed staff of the Canvas project, while opportunistically responding to the pandemic to “refresh” courses with pedagogically informed curriculum, assessment, and delivery of the Canvas builds. “How To” guides and Course Start Checklists were developed when gaps of learning were identified in the Canvas roll out, which were supported and reinforced by regular Q&A drop-in sessions and email-outs facilitated by the Canvas Champions. All 1837 AUT courses were transitioned for delivery in Canvas from Semester One, 2022. A standard template was developed and utilised to provide consistency across the university, with minor modifications to meet the needs of the individual faculties. As of October 2022, 97% of students (n=1898 responses) were accessing Canvas on a weekly basis with 66% daily; and 86% of students ‘satisfied’ (of which 36% were ‘extremely satisfied’). 83% of students perceived that they had a mostly consistent experience between courses. While student engagement and satisfaction were paramount and realised during the shift to Canvas (especially in disrupted times); the project was met with some challenges. For example, in response to COVID-19, the planned 18-month project was delayed resulting in a 15-month roll-out. Academics prioritise the transition to online delivery of teaching and learning over communications of the LMS implementation and training opportunities. This presentation will highlight some key learnings in the context of an LMS transition, with recommendations for future projects that may employ a Community of Practice for pedagogically informed curriculum and assessment design.
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    Leveraging Agile and Waterfall Project Management Approaches in Educational Design
    (Australasian Society for Computers in Learning in Tertiary Education, 2023-11-28) Davies, John; Mann, Nell; Nguyen, Nhung; Chanane, Nawal; Eberhard, Sally; Cui, Jason; Winters, Annemie; Kang, Kevin; Andreassen, Helen
    This poster showcases both agile and waterfall project management principles in educational design, specifically within the Canvas@AUT project. With the ambitious goal of developing 1753 courses in Canvas within a limited timeframe, the project presented significant challenges that demanded a flexible approach. The poster explores the integration of these two distinct project management methodologies and their role in establishing an effective and adaptable educational design practice and timeline. By synergistically combining the strengths of both waterfall and agile project management, this seemingly insurmountable Canvas@AUT project was successfully completed. A waterfall project management approach was employed to provide structure and ensure a systematic progression through the various stages of course development. Each ten-week course development cycle was structured in distinct stages. By adhering to defined milestones and deliverables, the team could effectively monitor progress, manage dependencies, and maintain accountability. The sequential nature of the waterfall approach with its distinct stages facilitated a comprehensive and well-coordinated design process (Gardner et al., 2017; Gawlik-Kobylinska, 2018). These stages provided structure and guidance for learning designers (LDs) in course development, particularly during the initial phase of the project when the LDs were new to their roles. By incorporating agile project management principles, the team embraced iterative approaches, enabling ongoing feedback and adjustment. This facilitated continuous improvement and ensured that evolving requirements and stakeholder feedback were effectively integrated. Agile practices, such as daily stand-up meetings, retrospectives, kanban boards, project Planner board, and weekly working meetings, enhanced adaptive decision-making and collaboration among team members were adopted (Judd & Blair, 2019; López-Alcarria et al., 2019). Technologies, including Microsoft Teams, further supported efficient communication, task tracking, and engagement within the project team. This approach proved invaluable when the entire team was forced to work remotely due to an extended lockdown, allowing for a seamless move to online working. The team was able to meet all the deliverables and complete the project on time in spite of the challenging circumstances. The poster presents the valuable implications for educators, educational designers, and leaders who are embarking on similar initiatives. The integration of agile and waterfall approaches enabled a hybrid approach that brought together the flexibility and responsiveness alongside the structured and milestone-driven framework (Ní Shé et al., 2021; van Rooij, 2022). This combination proved instrumental in overcoming the challenges inherent in a project of this scale, ensuring timely course development and a successful migration to Canvas. This hybrid approach also enabled the project team to achieve a harmonious balance between adaptability and structured progress, ultimately leading to the project's success: the development of 1753 courses within the designated timeframe and under the allocated budget. The principles and strategies that we have employed hold broad relevance for the wider educational community. Educational institutions around the world face similar challenges in transitioning to new learning management systems and enhancing their course offerings. The emphasis on iterative development, stakeholder engagement, and systematic planning can be applied to various educational design contexts that seek to improve course quality and efficiency.
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    Symposium 5: Networked Learning: Classroom Experiences at AUT
    (Aalborg University, 2024-07-30) Sim, Kwong Nui; Kehrwald, Benjamin; Winters, Annemie; Chanane, Nawal; Eberhard, Sally; Nguyen, Nhung
    This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.
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