Thursday 19 November 2020 from 9Am – 1.30Pm 8.45Am Welcome to the Forum – Check in Via Padlet

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DAY 1 - Thursday 19 November 2020 from 9am – 1.30pm 8.45am Welcome to the Forum – Check in via Padlet

Introduction by Prof. Rorden Wilkinson, Pro Vice-Chancellor, Education and Student Experience

9am Welcome to Country by Aunty Lola Ryan, La Perouse Land Council Elder

Welcome by Prof. Ian Jacobs, President and Vice-Chancellor

Learning without limits: Leading the change – Panel discussion 9.15am Presented by Dr Gail Crimmins, Prof. Eileen Baldry, Mary Teague

Green room Orange room Blue room Session 1 Purple room Chair: Chair: Chair: Chair: Q&A will Prof. Peter Heslin Prof. Nalini Pather Prof. Shirley Scott follow each A/Prof. Louise Lutze-Mann presentation Implementing Take-Home Exams Remote delivery of a digitised Experience gained from Collaborative online teamwork: in the School of ISTM: Key Insights course – a success story at a time of asynchronous online teaching of a Success Strategies Presented by A/Prof. Pedro Isaias & crisis large class Presented by A/Prof. Jayashri Dr George Joukhadar, UNSW Presented by Dr Chaturaka Rodrigo, Presented by A/Prof. Rukmi Dutta, Ravishankar & Swapneel Thite, 10am – Business School Dr Blake Cochran, A/Prof. Cristan Faculty of Engineering Faculty of Engineering 10.30am Topic: Rethinking Assessment Herbert, A/Prof. Shane Thomas & Topic: Syn / Asyn Delivery Topic: Capability Building Prof. Patsie Polly, Faculty of Medicine

Topic: Develop Online Community

Online movement instruction for Kick-starting (online) learning Rethinking online education Learning by Being: Three Student skill acquisition: A peer evaluation communities: Tailoring assessments Presented by Dr David Kellermann, Centred Approaches to Teaching EDI approach and class activities to initiate out-of- Faculty of Engineering Principles class collaboration Presented by Ms. Jessica Bellamy & Topic: Syn / Asyn Delivery Presented by A/Prof. Iain Skinner, Dr 10.30am – Dr Rachel Ward, Faculty of Medicine Presented by Mr. Bradley Hastings, Siyuan Chen, Dr May Lim, Faculty of 11am Topic: Rethinking assessment UNSW Business School Engineering Topic: Develop Online Community Topic: Course Design

11am – Poster viewing & discussion session, and morning tea break 11.30am

Session 2 Green room Orange room Blue room Purple room Chair: Chair: Chair: Chair: Q&A will Dr May Lim A/Prof. Melanie White Prof. Julien Epps Prof. Terry Cumming follow each presentation

Integrating real life COVID-19 Using Padlet as to foster online Bringing the lab to the comfort of Preparation for Practice – rapid Scenario into Group Assessments interaction, collaboration, your home learning in the time of COVID Presented by Dr Joyce Wu & Ms. confidence and creativity Presented by Dr Ivan Perez Wurfl, Presented by A/Prof. Adrienne Torda, 11.30am – Niki Baroy, Faculty of Arts & Social Presented by Dr Mike Harris, Faculty Faculty of Engineering Faculty of Medicine 12pm Sciences of Built Environment Topic: Rethinking Assessment Topic: Capability Building Topic: Rethinking Assessment Topic: Develop Online Community

Locked Down but Not Locked Out, Innovative design and delivery in Building a vibrant online learning "Help, I need somebody!" Co- Staying Hands-On with a Pandemic postgraduate programs: developing community for personalised curricular approaches to online Driven Paradigm Shift a learning community online autonomous learning writing support for students and Presented by Mr. Daniel Eggler & Mr. Presented by Dr Sally Nathan & Ms. Presented by A/Prof. Mira Kim, Dr teachers 12pm – Leigh Huang, Faculty of Engineering Armi Pobre, Faculty of Medicine Long Li, Hua Bai & Radmehr Shirzady, Presented by Dr Neda Chepinchikj & 12.15pm Topic: Rethinking Assessment Topic: Develop Online Community Faculty of Arts & Social Sciences Ms. Davina Delesclefs, PVCE Topic: Develop Online Community Topic: Capability Building

Rethinking and reshaping Online discussions with classmates Collaborative student led rapid Integrating Moodle tools with online assessments for statistical are fruitful: Fostering postgraduate transition to online delivery using visual collaboration platforms in the courses collaborative learning using an transformation and democratic urban and landscape design studio Presented by Dr Jonathan Lim, assessable asynchronous peer-led models online discussion forum 12.15pm – UNSW Business School Presented by Mr. Kevin Samnick, Presented by Dr Elisa Palazzo, Faculty Presented by A/Prof. Anita Heywood 12.30pm Topic: Rethinking Assessment UNSW Business School of Built Environment & A/Prof. Ben Harris-Roxas, Faculty of Topic: Syn or Asyn Delivery Topic: Course Design Medicine

Topic: Develop Online Community

Future of Assessment at UNSW – Student Panel 12.30pm – 1pm Presented by Dr Shannan Maisey, Dr Jose Bilbao, & UNSW Students: Rachael Brown (Art and Design/ FASS), Quingyuan Huang (Science), Yuval Kandal (Engineering), Shivani Chokkam (Business), Nishchith Nanjappa (Engineering)

1pm – Poster viewing & discussion session 1.30pm

1.30pm End of Day 1

DAY 2 - Friday 20 November 2020 from 9am – 1.45pm

8.45am Welcome to Day 2 of the Forum – Check in via Padlet

9am Introduction by A/Prof. Marina Harvey, Director, Academic Development Services

9.05am – Keynote: Higher Education Leading the Change? Enabling a Lifelong Learning Ecosystem 10.05am Presented by Prof. Sally Kift

Green room Orange room Blue room Purple room Session 3 Chair: Chair: Chair: Chair: Q&A will A/Prof. Philip Oldfield Dr Shannan Maisey Prof. Richard Dr Dijana Townsend follow each Buckland presentation

A winning role playing assessment Teaching infectious diseases cases Meta- and Social Cognition in the Leading the Change: A UN SDG in first year business law studies using online platforms Online Collaborative Space Challenge for First Year Business Presented by Prof. Jenny Buchan, Presented by Dr Abrar Chughtai & Dr Presented by Dr May Lim & A/Prof. Students 10.15am – Leo Kohn & Dr Imogen Waugh, David Muscatello, Faculty of Medicine Rita Henderson, Faculty of Presented by Dr Louise Fitzgerald & 10.45am UNSW Business School Topic: Develop Online Community Engineering Dr Natalie Oh, UNSW Business School Topic: Rethinking Assessment Topic: Develop Online Community Topic: Capability Building

Authentic Engineering Assessment Successful development of learning Building course learning Developing Cost and Time Effective using Software: From formative communities in large courses by communities through synchronous ELEC2133 Analogue Electronics quizzes to high-stakes teaching students how to work learning environments Remote Laboratory – Version 1.0 examination effectively in a group Presented by Dr Lynn Gribble & Dr. Presented by Dr Aron Michael Presented by A/Prof. Garth Pearce, Presented by Dr Nirmani Wijenayake, Janis Wardrop, UNSW Business Faculty of Engineering Faculty of Science School Topic: Rethinking Assessment Topic: Develop Online Community Topic: Syn or Asyn Delivery Engaging students in a meaningful 10.45am – online lab experience in a large first 11.15am year engineering course Presented by Dr Inmaculada Tomeo- Reyes, Mr. Jason Dam & Dr Matthew Priestley Faculty of Engineering Topic: Rethinking Assessment

11.15am – Poster viewing & discussion session, and morning tea break 11.45am

11.45am – Future of Assessment at UNSW – Academic Panel (& announcement of Poster winners) 12.30pm Presented by Prof. Rorden Wilkinson, Prof. Alex Steel, Prof. Gary Velan, Prof. Shirley Scott

12.30pm – Lunch break 1.15pm

UNSW Awards for Teaching Ceremony 1.15pm– UNSW Vice-Chancellor's Awards for Excellence in Higher Degree Research Ceremony 1.45pm Presented by Prof. Merlin Crossley

1.45pm End of Day 2 and conclusion of 2020 Learning and Teaching Forum

Learning without limits: Leading the change – Panel discussion Presented by Dr. Gail Crimmins, Prof. Eileen Baldry, Mary Teague

Universities are more than microcosms of a larger society - they play a unique role as generators of new social formations. They have a special responsibility for exercising institutional, civic and community responsibility and have the mandate to create models of equitable citizens, citizenship, and models of behaviour. The nature of the academic setting is a unique context because its reach and influence are far greater, and it has capacity to multiply its effectiveness a thousandfold (Rodin and Steinberg 2003).

These ideas are grand, and exciting. They speak to learning without limits and leading the change.

The focus of this presentation will explore how we might lead the change for a more equitable university community, with the potential to reach and influence our broader communities - without limits. Dr. Crimmins will discuss in particular four empirically founded principles of inclusivity (learner centredness, cohesive commitment to inclusivity, epistemological equity, and adopting a radical approach to inclusivity in universities) that underpin successful equity interventions and practice. Finally, Dr. Crimmins will address questions you might have about how to amend strategy and intervention to your specific university cohort and context to enhance equality, inclusion and diversity.

Following Dr. Crimmins’ presentation, Prof. Baldry will be facilitating a discussion on the above topic between Dr. Crimmins and Mary Teague. Then, there will be a Q&A open to all attendees, moderated by Prof. Baldry.

About the presenter/s:

Dr. Gail Crimmins is a Program Area Coordinator for a suite of programs and First Year Engagement Lead for Creative Industries at the University of the Sunshine Coast. She has received national recognition for her leadership in learning and teaching, receiving a Citation Award in 2017 by the Commonwealth Office for Learning and Teaching (OLT) and a BLASST Award - Benchmarking Leadership for Sessional Teaching - in (2013). Gail is also a Senior Fellow of the UK Higher Education Academy (SFHEA) and received institutional ADVANCE Awards in recognition of leading quality learning and teaching in 2013, 2016 and 2018. Gail has published on the First Year Experience, and assessment and evaluation in HE, and equity in universities. She is on the Editorial Board of Gender and Education and an Associate Editor with Higher Education Research and Development.

Prof. Eileen Baldry (BA, DipEd, MWP, PhD, FASSA) is Deputy Vice-Chancellor Equity Diversity and Inclusion and Professor of Criminology at UNSW Sydney. Professor Baldry has held senior positions in the Faculty of Arts and Social Sciences, serving as Interim Dean, Associate Dean Education and Deputy Dean and is appointed the first female Deputy Vice-Chancellor at UNSW.Professor Baldry has taught social policy, social development and criminology over the past 30 years. Her research and publications focus on social justice and include mental health and cognitive disability in the criminal justice system; criminalised women and Indigenous Australian women and youth; education, training and employment for prisoners and ex-prisoners; homelessness and transition from prison; Indigenous justice; Indigenous social work; community development and social housing; and disability services.

Mary Teague is the Director of Access and Equity (Students) at UNSW. Mary’s responsibilities have included developing and implementing a student equity strategy and new admissions pathway to increase the access of students who are under-represented in higher education. She has reimagined the educational program and engagement model for pre-tertiary outreach and access at UNSW, and improved University-wide access to equity and Indigenous student success data.

Implementing Take-Home Exams in the School of ISTM: Key Insights Presented by A/Prof. Pedro Isaias & Dr. George Joukhadar, UNSW Business School Rethinking Assessment

As a result of COVID-19, The School of Information Systems & Technology Management (ISTM) has implemented take-home exams, since T1 2020, as an alternative and viable form of final assessment, promoting high order critical skills and allowing time for reflection (Bengtsson, 2019). This presentation will cover the organisation of the process and format, hints on designing take-home exam questions, conditions needed to have success in this approach, tips on avoiding/detecting cheating, some drawbacks of this approach, and an exemplar case of this approach with student feedback. Process Take-home exams followed a 24 hour format. Clear submission instructions were given to students. In order to transmit our message on the take-home exams approach, we have increased our communication with students, both before and during the exam duration. UNSW also made available a web page specifically to explain this format. Questions need to discourage collaboration and contract cheating (i.e. no questions involving recalling contents and general knowledge, questions relating to group assignments or their own experience). Hints To design successfully these exams, one has to consider various aspects: clear instructions and walkthrough with students through the process; Use of purposely designed Case Studies and problem-solving questions. An appeal of using real world situations for case design is an added aspect, with questions that appeal directly to memory to be avoided; providing beforehand sample questions can help manage students’ expectations and help to change the mindset both of students as of lecturers; the other key aspect is to identify and make explicit a word count for each response, so that students know exactly what is expected. Conditions for success There were various aspects that were key in our approach: having the support and guidance of our Education Committee; hosting regular meetings from Education Committee to organise the process and get traction; students to accept a declaration before accessing exam, to prevent plagiarism issues; allow enough time for students to submit exam (in our case 24 hours) to be able to respond to any technical problems; encouraging students to submit exam as soon as they complete it, if no issues faced. LiCs were available most of the day to answer questions. Tips From our experience, the following aspects need to be considered to avoid/detect cheating: Turnitin was not a good indication since high scores sometimes don´t relate to any issues. There is a need to manually compare pairs of students in the same assignment team; check for similar IP address submission on Moodle so that same IPs may be tracked for different submissions; ask questions related to the assignments in class (to prevent contract cheating) – in this way only the students are really aware of the assignments they went through; provide an option to choose 4 out of 5 questions, for example so that not all students have to complete the same questions. Drawbacks There are some drawbacks of this approach: there was a slight increase in plagiarism results (inline with findings from Hellas, Leinonen, & Ihantola (2017)) which has led to creating an Integrity officer task force in the School to handle these increase; the need to develop the Case Studies from scratch and double check with colleagues the difficulty of the questions. Case: We will present the feedback collected in Terms 2 and 3, from a level 3 courses. Student feedback will be covered in this presentation with full details provided. References: Bengtsson, L 2019. ´Take-Home Exams in Higher Education: A Systematic Review´. Educ. Sci., vol 9(4), no. 267, pp. 1-16. Hellas, A, Leinonen, J, & Ihantola, P 2017. ´Plagiarism in Take-home Exams: Help-seeking, Collaboration, and Systematic Cheating´. Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education.

About the presenter/s: Delegate takeaway/s

Pedro Isaias is an Associate Professor in the School of Information Systems, Technology and Management at UNSW Business School. Previously he • Take-home exams are an authentic and was an Associate Professor at The University of Queensland. Before moving to Australia, he served at the Universidade Aberta (Portuguese Open viable alternative for traditional exams University) in Lisbon, Portugal, where he was responsible for several courses and Director of the Master’s degree program in Management/MBA. Pedro

was Director of the Master’s degree program in Electronic Commerce and Internet for 10 years. • A common approach and leadership from George Joukhadar is a lecturer in the School of Information Systems, Technology and Management at UNSW Business School. After completing his PhD, an Education Committee is needed George moved to academe after a professional career in the Information System field. At UNSW, George teaches undergraduate and postgraduate courses: Databases, Big Data, Business Process Management, Agile Projects, and Managing Complex Projects. His current research focuses on Digital • Change of mindsets is required Transformation.

Remote delivery of a digitised course – a success story at a time of crisis Presented by Dr. Chaturaka Rodrigo, Dr. Blake Cochran, A/Prof. Cristan Herbert, A/Prof. Shane Thomas & Prof. Patsie Polly, Faculty of Medicine Develop Online Community

Background PATH3205 - “Molecular Basis of Disease” is a third-year Pathology Medical Science course focussing on the molecular mechanisms of chronic diseases. The course integrates both basic Science and Medicine content and is popular with students planning a career in Science, postgraduate Medicine or industry. The content is taught through lectures, practical classes, museum study sessions, tutorials and interactive student-teacher forums (integration/feedback sessions). The course assessment tasks are conducted as online summative continuous assessments (quizzes within tutorials), a presentation (research impact symposium-[RIS]), as well as mid-term and final end-of-course examinations. A unique case study of how an undergraduate course with complex face-to-face teaching activities was rapidly converted to a fully online course is described. The student experience was not compromised because digital resources for blended teaching and learning had already been developed ‘ahead of’ time. Building an “online ready” course PATH3205 was at the forefront in implementing online/blended learning1 using streamlined course content with a digital narrative after being selected as part of the PVCE digital uplift project in 2017. The course was in week 5, Term 1 when the COVID-19 situation escalated. In response, PATH3205 was fully online within 24 hours – four days before UNSW decided to cease all face-to-face teaching. Teaching activities: Digitally uplifted PATH3205 delivered several professionally recorded online lectures to enhance student experience. Practical classes were delivered as blended face-to-face activities combined with online resources, some specifically developed for PATH3205 (e.g. virtual laboratories, adaptive tutorials). Integration/feedback sessions used multiple choice questions as online polls for real-time interactions between teachers and students. Tutorials used cloud services (google docs, MS word) where students collaboratively produced tutorial notes. Thus, during the COVID-19 crisis, we only needed a teaching platform (MS Teams/Blackboard collaborate Ultra) to apply our already mastered digital tools for effective remote teaching. Assessment Tasks: Pre-COVID-19, PATH3205 had continuous online summative assessments as Moodle quizzes with automated marking and feedback. The RIS required student teams to research and present a cutting-edge medical research topic as a professional panel discussion, with eMentoring from an early career scientist and by communicating with peers and their team mentor via Slack (2017-2019). Students became peer assessors and produced reflective blogs on their research experiences via Moodle after the RIS presentation. Final and mid-term examinations were held face-to-face. In 2020, online tutorial quizzes continued as usual and other assessments had to be re-imagined. Final and mid-term examinations were delivered remotely as open book Moodle quizzes, supported by provision of a mock exam under similar conditions. The RIS moved to Microsoft Teams (replacing Slack) as pre-recorded presentations to a live audience of academics and student peers who interacted with student presenters in real-time during a Q&A session. Peer assessment tasks and reflective blogs were implemented via Moodle as usual. Student performance in 2020 was comparable to previous years in terms of mark distribution. Student experience PATH3205 had its highest student enrolment in 2020 (a reflection of its reputation in recent years) and the highest student satisfaction ratings in myExperience surveys upon course completion (reflection of successful adaptation). Pleasingly, ratings were above University, Faculty and school averages for a course. References: 1Means, B., Toyama, Y., Murphy, R. & Baki, M. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record 115, 1-47 (2013).

About the presenter/s: Delegate takeaway/s

Dr. Chaturaka Rodrigo is a Senior Lecturer in Pathology and co-convener of PATH3205 and PATH3206. He started his career • Developing online learning tools "ahead of time" and incorporating as a clinician and specialized in Internal Medicine in Sri Lanka. After 7 years of clinical practice and a PhD in virology, he is blended learning activities increase the flexibility and adaptability a now a full-time researcher-academic at UNSW, and a NHMRC emerging leader investigator. Chaturaka combines his research course enabling it to be fully delivered online, without compromising and clinical experience with teaching to make it more effective. student experience Prof. Patsie Polly (SFHEA) is a Scientia Education Fellow who is a UNSW Scientia Education Fellow, Education Focussed Champion and Academic in the Department of Pathology. She is recognised nationally and internationally as a medical • Such tools and resources work better when developed scientist, leading teacher and innovative education researcher. Patsie has infused her extensive medical research experience collaboratively by teams of academics rather than individuals into the classroom by strategically integrating inovations to facilitate student reflective practice and professional skills development. Patsie is the convener of PATH3205. • This requires a “culture” of stimulating educational innovation within Departments or discipline specific units

Experience gained from asynchronous online teaching of a large class Presented by A/Prof. Rukmi Dutta, Faculty of Engineering Synchronous / Asynchronous Delivery

Background Like many other university courses that ran in T2, 2020 online due to COVID-19, Electrical Energy (ELEC3105), a third-year core course offered at School of Electrical Engineering and Telecommunication (EET) was also run online. There was a choice to run the course either in synchronous or asynchronous mode. The course teaches about key devices of an Electrical Energy System and hence, fundamental to Electrical Engineering undergraduate program. The course is challenging as it combines theoretical understanding with mathematics. Inspired by the literature [1, 2], the asynchronous mode of teaching was chosen as it was considered more student-centric than the synchronous mode. The asynchronous method is considered student-centric because of the great flexibility it offers by providing opportunities for self-paced and highly independent learning. Above all, there are no geographical and temporal constraints in the asynchronous mode, and hence, considered to be ideal when students may be in different timezones. There was a total of 188 enrolments in Electrical Energy in T2, 2020 and hence, was a large class by definition. About 8% of the enrolled students were outside Australia. According to [2], the factors that affect the students’ satisfaction and perceived learnings in an asynchronous online class are clarity of course design, interaction with the teacher and active discussion among course participants. Care was taken to implement each of these factors in the course. A content flow diagram was constructed to provide visual clarity of course design along with a details course outline document. Two 1- hour live Q&A sessions per week were scheduled along with the regular announcements, use of PLD (Personalized Learning Designer) feature in Moodle and discussion forums ensured the presence of the instructor throughout the term. Active participation among students was encouraged by facilitating discussion on real-world tropical issues related to the course contents. The online laboratory was converted to a group work session to encourage interaction among students. However, the biggest challenges were to overcome the faceless classroom and some students’ disinclination towards active, independent learning as its benefits are not always apparent to them. The myExperience survey and direct feedback from some students via email communications indicate there was a mixed feeling towards asynchronous mode. A group of students loved the flexibility and active learning format, but there were others who felt strongly against it. Those who were strongly against such learning method expressed their opinion only at the end of term survey even though many opportunities were provided for anonymous feedback during the term. On the other hand, those who enjoyed the method were very vocal during the term, perhaps because they were actively engaged. Thus, the unsatisfied cohort went under the radar. A mechanism will be required to reach out to disengaged cohorts in the future adaptation of the method for the large class. The three key factors suggested in [2] may not be sufficient to overcome the challenge of engaging all students equally in the asynchronous classroom. Further study will be required to find other factors and strategies that can overcome the challenge of disengagement. The isolation imposed by COVID was perhaps also one of the contributing factors in the disengagement. References: [1] Bernard, R. M., Abram, P. C., Lou, Y., Borokhovski, E.,Wade, A.,Wozney, L. et al (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379–439. Zucker, A. & Kozma, R. (2003). The virtual high school: teaching generation V. New York: Teachers College Press. [2] Swan, K., 2001. Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education, 22(2), pp.306-331.

About the presenter/s: Delegate takeaway/s

A/Prof Rukmi Dutta completed a PhD degree in Electrical Engineering from UNSW in 2007. She has become an • Asynchronous lectures allow students to learn in their own pace, provide great A/Prof at the School of Electrical Engineering and Telecommunication (EET), in the Faculty of Engineering at flexibility, and encourage independent active learning. However, successful UNSW recently. A/Prof Dutta joined UNSW as a lecturer in 2010 coming from working as an Electrical Engineer implementation of a clear course design, highly visible instructor presence and in industry previously. She is the course coordinator of two major core courses of Electrical Engineering and is online interaction among students may not be sufficient to improve student also actively involved in Energy System research at EET. satisfaction and engagement in asynchronous lectures of large classes. More study is required to find other strategies that can overcome the students’ disengagement in online active learning environment of asynchronous lectures.

Collaborative online teamwork: Success Strategies Presented by A/Prof. Jayashri Ravishankar & Swapneel Thite, Faculty of Engineering Capability Building

Teamwork activities play a key role in developing essential graduate capabilities in students. Designing teamwork activities in an online setting for large courses (150+ students) comes with many challenges. Smaller team size, requirement of teaching assistance, scheduling synchronous sessions, providing personalized feedback, maintaining fidelity among casual teaching assistants, assessing teamwork-leadership skills, and maintaining student engagement are some to name a few. This presentation shares a systematic and evidence-based approach the was taken to design teamwork in a course of 172 students. Six students that had previously finished the course with excellence were appointed as mentors. Mentors, therefore, did not require extra training on the course content. Teams were formed as groups of five students, and each mentor was appointed to six different teams. Case study assessment (CSA), which has been a successful and popular team activity in the face-to-face (F2F) offering was chosen to be the final team project. Every week teams had dedicated time for internal and mentor meetings lasting an hour and 45 minutes, respectively. The student-mentor meetings were structured to introduce basic teamwork concepts and ran short online team building exercises (simulating a corporate meeting, involving weekly milestones) to supplement the discussions for the CSA project. Mentors had their collaborating meetings among themselves at the start and end of the week to discuss issues, maintain fidelity in advice given and track student progress. The teamwork component of the course accounted for 20% contribution. Each team picked up a real-life electrical safety incident, made an analysis and provided solutions to the neglected safety issue based on the learnings in the course. The F2F version in 2019, had presentations by the teams to industry guests. Instead in the online version, students’ teams submitted a video of their solutions in Moodle, which were sent to the industry guests for assessment. To encourage student teams to push themselves harder, a best video award was announced. This implementation was challenging as there were 23% first year student’s enrolled in the course who have not been exposed to such teamwork activities and have directly started online with the university, with no prior experience in UNSW. However, the below strategies employed encouraged those students to step out of their comfort zone and actively participate in the team activities. 1. Designing a challenging group assignment – We had open ended problems that had multiple perspectives to develop a solution. Clear instructions and structured weekly meetings helped the students to collaborate efficiently. 2. Supporting a community of inquiry model – We created private MS Teams channels to promote collaboration. Roles and Responsibilities for team members were rotated every week. 3. Facilitating and being involved in group activities – Mentors provided students personalized feedback, group feedback and individual marks per week based on the VALUE teamwork marking rubric. 4. Making the assessment criteria explicit – The teamwork and video submission marking criteria were informed, making it clear to students what they are expected to demonstrate. This helped them recognise what is important and focus their efforts on key learning outcomes. The results indicated improvement in student’s communication, teamwork, and leadership skills. Student feedback was positive in terms of course involvement, balanced workload, and staff support. References: Al-Hammoud, R., Hurst, A., Prier, A., Mostafapour, M., Rennick, C., Hulls, C., Jobidon, E., Li, E., Grove, J., and Bedi, S.: ‘Teamwork for engineering students: Improving skills through experiential teaching modules’, Proceedings of the Canadian Engineering Education Association (CEEA), 2017.

About the presenter/s: Delegate takeaway/s Associate Professor Jayashri Ravishankar is an education-focused academic in the School of Electrical Engineering &

Telecommunications. She leads best practice advanced teaching in electrical engineering through imaginative initiatives, including • Strategies for implementing a successful online teamwork blended industry lectures, team-based learning and flipped mode strategies. She is institutionally and internationally recognised project for the impact of her innovative, research-led and highly effective teaching and leadership. Esteem indicators include SFHEA

(2018), Teaching Excellence Awards both from the Faculty of Engineering (2016) and UNSW (2018), and AAUT citation (2019). • Improving engagement and collaboration in online courses

Swapneel Thite is currently a PhD student in the School of Electrical Engineering & Telecommunications working in engineering • Ways to assess teamwork skills education under the supervision of A/Prof Ravishankar. He completed his Master of Engineering in 2018 and now has taken the role as a mentor for the course. He is in the process of developing an evidenced based, research-led framework for building teamwork skills in Engineering students.

Online movement instruction for skill acquisition: A peer evaluation approach Presented by Ms. Jessica Bellamy & Dr. Rachel Ward, Faculty of Medicine Rethinking Assessment

To be a successful Exercise Physiologist, one must not only have an understanding of the evidence-based prescriptive guidelines for numerous health conditions, but also the ability to effectively instruct clients and patients to perform specific therapeutic exercises and movement tasks. Best practice in movement instruction is based on evidence-based principles of motor learning and skill acquisition. HESC2452 Movement Assessment and Instruction supports 2nd year Exercise Physiology students in the development of their skills to effectively facilitate patient/client conversion of verbal instruction and visual observation into meaningful goal-directed movement. HESC2452 teaches the teachers. The course assessments include evaluation of practical-based tasks where students demonstrate appropriate and effective teaching, feedback and motivational strategies in movement instruction. Following Hughes et.al (1992) learning model, students are introduced to motor learning concepts and theories through a series of short online modules. This is further supported through the reiteration and implementation of practical-based scenarios through in-class tutorials. Just as we teach students the process of knowledge, practice, feedback, and reflection, this assessment task follows this process. Previously such learning outcomes have been assessed through two main tasks – a) review and reflection of a pre-recorded interaction of an Exercise Physiologist and learner, followed by b) a live face-to-face movement instruction between a student and learner. Students are required to accurately determine strengths and weakness of the Exercise Physiologist’s movement instruction, in-line with key motor learning concepts taught throughout the course. Theoretically, feedback from part a, should then be used for part b, when the student would be required to implement such concepts in a face-to-face interaction with a learner. Consistent student feedback through myExperience surveys indicate a desire for increased practice movement instruction sessions prior to their live assessment. The increased capability of online peer assessment platforms such as the Moodle Workshop tool enabled us to reconceptualise our assessment options (Cox et.al 2012). Listening to students, we altered this assessment task to include the submission and peer evaluation of a short 3-min video instructing a friend/family member/partner/ housemate in an exercise of their choosing, before completing a live movement instruction via videoconference (i.e. telehealth mode). Increasing autonomy in both the selection of exercise prescribed to the learner, as well as the environment in which the task was completed, may have aided in student learning. The Moodle Workshop tool allowed for calibration of student marking before assessing two of their peer’s video submissions. Peer assessment assisted students to reflect on both their theoretical understanding and implementation of the motor learning theory. This assessment task encapsulates the process of concept introduction, practice, feedback, reflection and adjustment before trying again through the live telehealth movement instruction. Student feedback shows that they appreciated the opportunity to be creative with the task, but also revealed some student concern about peer marks contributed to their final grade. “The movement instruction video and movement analysis projects were a great choice of assessment. They really allowed for creativity and application of scientific/clinical knowledge in a practical setting which will help a lot when we complete placement and graduate as EPs”. “Peer marking is a great experience, however, perhaps the tutors with the knowledge, qualifications and experience could provide more feedback and marks that go towards our grade book for an assignment”. This innovative online assessment design allowed us to not only address student desire for increased movement instruction practice, in a challenging environment, but also allowed students to engage more deeply with the motor learning process. While thought provoking in setup, the Moodle Workshop tool allowed for near automation of assessment marking and the ability to run in a COVID safe online environment. Despite some student concern about peer marks contributing to the final grade, student performance in the final live movement instruction improved from previous years.

About the presenter/s: Jessica Bellamy is an education-focussed academic within the Department of Exercise Physiology. Her clinical experience as Delegate takeaway/s an Accredited Exercise Physiologist, coupled with her passion leads itself to facilitating multiple clinical-based exercise physiology courses. Jessica’s teaching philosophy emphasises developing student’s ‘real-life clinical skills’ in preparation for • The Moodle Workshop tool is effective in facilitating online peer professional practice. evaluation of movement instruction

Rachel Ward is currently the Program Authority for the UNSW Bachelor of Exercise Physiology. She is a Senior Lecturer in the • The peer evaluation process must be effectively communicated to UNSW School of Medical Sciences, where her primary areas of teaching include biomechanics, motor learning and skill students to reassure them of the robust nature of this Moodle acquisition. Rachel's research activity relates to analysis of human movement, with an aim to contribute to the development of Workshop tool guidelines for therapeutic exercise prescription, and assessment of methods for effective motor skill acquisition.

Kick-starting (online) learning communities: Tailoring assessments and class activities to initiate out-of-class collaboration Presented by Mr. Bradley Hastings, UNSW Business School Develop Online Community

Watching students form learning communities is one thing I love about face-to-face teaching. However, shifting to online the natural precursors to these learning communities are absent; students no longer sit next to each other, exchange students can’t walk around campus en masse and students don’t bump into prior classmates. Accentuating this absence, current online teaching technology often prioritises dialogue between instructors and students over student to student interactions. For my course (MGMT5710 - Managing and Leading People, part of the Master of Commerce program) a key question was, how to foster learning communities online? Why is addressing this question this important? • It is known that students learn better when they are enabled to discover concepts than when they are instructed (Leidner & Jarvenpaa, 1995). • Students give higher feedback scores for learning and delivery satisfaction when teaching promotes collaborative learning techniques (Arbaugh & Benbunan-Finch, 2006). • Learning outcomes for online courses are improved when the course is structured to support a learning community (Benbunan-Fich & Hiltz, 2003). With this knowledge, I realized that I needed to think carefully about my course structure and teaching approach (both myself as LIC and my tutors) to foster learning communities. To start, some elements of group learning were already in place: • Team project (20% of assessment and due in week 10) • Peer-review and feedback process (at the end of the course) However, students don’t typically commence project teamwork until week 5. I needed to find a way to foster collaboration much sooner. With this context, I decided that Team project groups would become an online learning community. Here is a quick summary of what changed: • Earlier commencement: Project teams were created in week 2 with students put in groups based on MBTI types • Fostering in-class group interaction: 50% of in-class activities were undertaken as project team groups (the remaining 50% at random) • Kick-starting out-of-class group interaction: A bonus mark competition was created for project teams (100% response rate). No class time was devoted to this activity. The specific aim was to precipitate group working out-of-class (using their own mediums, i.e., WhatsApp, Facetime, WeChat) • Assessment: Made it clear from the get-go that helping group peers learn was an assessment priority. This was assessed through peer review, as well as a written submission. Some illustrations of the success of this approach: • Following the bonus mark competition, there was a clear increase in “chat” in the breakout rooms during class activities • When following up a student who missed a tutorial, the response I received was “It’s okay Brad, I’ve already had a download of the class from my team mates on our group chat” • myExperience comments: o “This course created a community that everyone has to interact with others that really helps me a lot as I'm quite introverted and lack of skills to engage new groups” o “So much fun learning experience online” o “Even if we are at our houses still, I felt I was a part of the class. The course was interactive. Also, I enjoyed the group activities with my peers” During the forum session, I will show a short video from one of these learning communities. Finally, going forwards I will use this approach for both online and face-to-face teaching. References: Arbaugh, J., & Benbunan-Finch, R. (2006). An investigation of epistemological and social dimensions of teaching in online learning environments. Academy of Delegate takeaway/s Management Learning & Education, 5(4), 435-447. Benbunan-Fich, R., & Hiltz, S. R. (2003). Mediators of the effectiveness of online courses. IEEE Transactions on Professional communication, 46(4), 298-312. • An approach to precipitate online learning Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291. communities

About the presenter/s: • Ideas to utilize assessment components to foster learning communities Brad Hastings re-joined UNSW following a 20-year corporate career. His purpose for the next 20 years is to equip future generations of leaders with the skills to thrive. Brad’s research topic is leadership mindsets, specifically sub-conscious interventions that foster desired leadership • Hearing a student perspective of the benefit behaviours. His teaching covers leadership, management, problem solving and negotiation skills. of online learning communities

Rethinking online education Presented by Dr David Kellermann, Faculty of Engineering Synchronous / Asynchronous Delivery

Based on Dewey’s Community of Inquiry[1], education should be a shared experience between student, educator, and peers, which informs the essential elements needed for an effective Digital Learning Environment (DLE). The paradigm of the Learning Management Systems (LMS), like Moodle and Blackboard, is increasingly showing its technological limitations and irrelevancy. Newer platforms built for enterprise productivity and collaboration, such as Microsoft Teams, are a new paradigm that can take the place of the LMS. Based on the idea that the DLE should be built on communication, and what students will use in the workplace, simply learning to use this platform proves to be a professional learning outcome. After intensive development in adapting this at UNSW Sydney, the response from students was overwhelmingly positive: “David prioritises his students' learning in every aspect. From content to environment to well–being. His holistic style of education creates a supportive and objective learning community where students have easy access to the best facilities and demonstrators via Teams. This platform is easy to use and it indeed feels like an online community.” –Student survey 2020. In a November 2019 survey, not one of the students of a UNSW Engineering course piloting the software said they prefer our incumbent LMS. Data has evidenced a communication increase of 900%, from, for example, 500 posts a semester, to 5,000. This is evidenced by data in Figure 1 from ‘Class Insights’, an analytics platform, developed with input from UNSW Engineering, as compared to manually counted data from previous Moodle forums. Students reported an improved learning experience. Over the past five years, the model of ‘collaborative learning’ using mod-ern co-authored documents, ink, video and chat to foster learning communities in piloted classes has seen progressive development. Communication and collaboration is the foundation of community, and for classes of 500 students doing an individualistic foundational mechanics course, Figure 2 shows an unprecedented 100% of students responded that they felt part of a learning community. One student wrote: “In this course, l feel like l'm in a loving family.” (student survey, 2020). From 2017 to 2019, UNSW Engineering pioneered the use of live stream, live produced video of on campus lectures. This put classes in an ideal position once COVID-19 forced the rapid online transition. In early 2020, a paper[3] was published that examined the increase effectiveness of instructional video, which opened the challenge of delivering every element proposed in the paper, but with live rather than pre-recorded video. This is rethinking online education. Figure 3 shows the Teams-based interactive livestream developed utilising a production remote, multiple camera angles, live chat and voice and a large screen for collaborative inking giving a personable and communicative two-way experience. Student responses in the chat are captured in video for asynchronous learning, use of advanced digital inking in a real-time shared notebook also embedded in the Team site, and Cam-era #2 scene in Figure 4 is used when solving live worked example with help from students. 98% of students surveyed in August 2020 said the new livestream system was substantially better than their other classes, for example: “Honestly can't think of any suggestions, the method this course was conducted during COVID was near perfect.” References: 1. Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. 2. Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 1-16.

About the presenter/s: Delegate takeaway/s

Dr. David Kellermann is an academic in the Engineering Faculty at UNSW Sydney. His work in educational technology has become known among • How to make online classes better universities around the world, pushing into new territory with deeply integrated experiences that leverage data analytics, machine learning, and bots. He is intensely focused on human-centered AI that aims to connect and enhance human communication rather than replace them.

Learning by Being: Three Student Centred Approaches to Teaching EDI Principles Presented by A/Prof. Iain Skinner, Dr. Siyuan Chen, Dr. May Lim, Faculty of Engineering Course Design

Professional ethics includes the duty to respect all people. Diversity enhances the resilience of engineering teams. Despite these realities, however, exploring the topics of equity, diversity and inclusion (EDI) with engineering students has proven difficult, as teachers face many challenges: evolving professional expectations, complex and changing social context, relevance to students, instructors' limitations, authenticity, ethical considerations, and evaluation of effectiveness. Nevertheless, it is important to grapple with such sensitive topics which must find a place in formal education of engineering students. Further, how students respond to the teaching of professional ethics and whether students meet professional expectations are equally important topics of discussions. Most “western” universities assert that both diversity amongst students and staff and policies and practices that are equitable and inclusive are central to providing a high-quality education. This leads to their many initiatives to promote awareness and wider acceptance of EDI principles and values. While these initiatives can increase awareness of EDI principles, it is the opinion of the authors that they are at best tokenistic to the students if not combined with carefully designed instructions which help students. The question is, with such efforts to promote EDI principles and create working environments consistent with EDI principles, do students embrace them? What is a good teaching strategy, as this is really different to technical engineering studies? This paper first presents some challenges that teachers experience when instructing about EDI principles in the classroom and then reviews three classroom activities that aim to provide an opening for meaningful discussion and provoke reflections about EDI, particularly in the context of engineering project teams. These activities were designed to be simple, engaging, less threatening and easy to implement with tangible outcomes. All three cases involve the composition of teams to work on an engineering project. We categorize them as self-selected team, forced diverse team, and Intervened Self-Selected Diverse Team. We sought feedback from the students on their openness to diversity and their experience of the learning activities using different ways: voting, interviews, and anonymous surveys. We found that, in the self-selected team case, the students’ aggregated voting data exhibited blatantly biased team building. In the forced-diverse team situation, there were students who did not see the value of EDI principles, being concerned only with immediate inefficiencies (extra time costs, poor team communication), but some did report benefits from team diversity. In the intervened self-selected diverse team, students identified unethical outcomes in current products by experiencing the difficulty posed to a non-diverse team. This helped them consider inclusiveness in their later design choices. The feedback reflects the students’ current attitude and behaviour towards EDI principles and practices and reflects what is missing and challenging in teaching professional ethics. We conclude that self-awareness is very important to effect change and direct students towards acting more consistently with EDI principles. The teaching strategies used in these three cases proved it to be possible to alert students to the need for diversity by having them examine their own “unconscious” biases, by putting them in simulated engineering practice to deal with differences between team members, and by letting them experience the difficulty faced by a non-diverse team before making decisions. Further, given these small successes, we recommend that instruction on EDI principles should happen early in degree programs and be complemented with education and practise in communication skills and cultural awareness. It is important to recognise that growth in understanding and accepting EDI principle only happens when a student wants it to. References: Bustard, J. D. (2018). Improving student engagement in the study of professional ethics: concepts and an example in cyber security. Sci Eng Ethics, 24, 683–698.

About the presenter/s: Delegate takeaway/s

Dr Iain Skinner is the Director of Governance at UNSW Engineering and an EF academic who teaches professional ethics and • Some challenges that teachers experience when communication skills, as well as optical technologies, in Electrical Engineering and Telecommunications. He is a recipient of a National instructing about EDI principles in the classroom. Teaching Award, Senior Fellow of the Higher Education Academy, and Member of the Australasian Association of Engineering Education.

• Some simple, effective classroom activities that can to Dr Siyuan Chen is a Research Fellow, who teaches electrical engineering courses at UNSW School of Electrical Engineering and promote awareness and wider acceptance of EDI Telecommunications, and a specialist in signal processing. She is an Associate Fellow of the Higher Education Academy. principles and values by students.

Dr May Lim is a Scientia Education Academy Fellow, Faculty of Engineering Education Innovation Fellow and a Senior Lecturer at UNSW Chemical Engineering. She has worked closely with her Faculty, PVCE, student societies, industry and professional bodies to improve the Scientia Education Experience, and contributed to the development of learning activities, tools and guidelines for capturing, assessing and evaluating student professional development.

Integrating real life COVID-19 Scenario into Group Assessments Presented by Dr. Joyce Wu & Ms. Niki Baroy, Faculty of Arts & Social Sciences Rethinking Assessment

This case study is a dynamic, high-stake, online roleplay group assessment in which students are allocated into different community groups (healthcare; local government; opposition party; migrant workers; local businesses; local residents) who are under stage four lockdown in the fictional town of Sossa. The groups utilised the theories and approached learned from the course and negotiate with each other to ensure their own group’s interests and needs are met. Context After the initial shock of the COVID-19 pandemic and the lockdown restrictions, the challenge for the higher education sector was to transition from on-campus teaching to online. By Term 2, most students were familiar with online teachings, tools as well as the usual frustrations such as internet connection and adjusting to distance learning. As a teacher, the challenge is how to keep my students engaged and energised from the learning activities. In the postgraduate course, SOCW7851 Community Development, I was keen to use a group assessment to help students feel motivated and excited about teamwork despite being apart. The course itself has students from diverse disciplines enrolled (for example, global development, sociology, social work, international relations). Although predominantly local students, there is a good representation of international students as well. Many are “mature” age students with strong work experiences, and they are keen to learn the current theories (or iterations of them), such as participatory development, empowerment, gender and intersectionality. The course itself focused on how such theories are applied in the foreign aid context, and why aid projects “fail” or “succeed”. In addition to the challenge of keeping students engaged and motivated in online learning, I find students can grasp the facts and figures (e.g. percentage of those living in extreme poverty) easily, but they have trouble relating these data with the broader key concepts and theories as mentioned earlier. Threshold concept was coined by Meyer and Land (2005) to describe the key theories and concepts within each discipline, and that once a student has understood those threshold concepts, it is a transformative process whereby a student critically review their prior preconceptions and apply this new understanding in subsequent learning. Gender and Women’s Studies have been using threshold concept in teaching and learning context as part of feminist praxis (Launius and Hassel 2018), which has much in common with Development Studies, where applied learnings are vital due to the discipline’s vocational nature. In the online roleplay, each group was given a dossier of their group and town background information, from which they build on. Over two weeks of intense negotiations, the groups form allies, manoeuvre through socio-political terrains to get the best outcomes. Initially, each group came from a very self-interested approach. Over time, as each group listened and engaged with others, the “community” of Sossa came together at the final round of negotiations to reach an inclusive, consensus-based outcome that prioritised the needs of the marginalised groups. The students greatly enjoyed the assessment and praised the applied “real world” role-playing. Furthermore, this was also an important lesson for my own teaching journey, in which “letting go of the teaching stick” did not mean learnings and outcomes descend into chaos, but rather, students embraced the key concepts of community development and used them to solve complex, real-life challenges and inequalities. References: Meyer, Jan and Ray Land. 2005. “Threshold Concepts and Troublesome Knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning.” Higher Education 49 (3): 373-388. Launius, Christie and Holly Hassel. 2018. Threshold Concepts in Women’s and Gender Studies: Ways of Seeing, Thinking, and Knowing. New York and London: Routledge.

About the presenter/s: Delegate takeaway/s

Dr Joyce Wu is a Lecturer in Global Development at the School of Social Sciences. Her pedagogical interest is participatory • Use of role-playing to build students' capacity in applying theories in learning, feminist praxis and how to integrate equity and diversity into course content. In 2019, Joyce was a Senior Fulbright "real-life" scenarios Fellow and her research was on the challenges of mainstreaming gender equity in university culture. She is now working on a

book manuscript based on the study. • Applied, threshold concept learning and teamwork can help students to navigate through abstract ideas; and Niki Baroy is a 2nd-year Master of Development Studies student from the Philippines. She has worked in the corporate sector as a data analyst and in the NGO and education sector as a public-school teacher. Currently, she is doing research on the • Online learning and assessments can be fun (for both students and gender dimensions of disaster recovery and reconstruction. She is also an academic tutor for the UNSW Nura Gili Indigenous teacher!). Tuition Program and a Maths and English teaching assistant at a tutorial centre in Sydney.

Using Padlet as to foster online interaction, collaboration, confidence and creativity Presented by Dr. Mike Harris, Faculty of Built Environment Develop Online Community

The shift to online learning in T1 presented a number of new challenges to how we, as teachers, interact with students and how students interact with each other. The learning and social value of students working together was reconfirmed during this period. Furthermore, students were telling us they were feeling isolated. Microsoft Teams and Blackboard Collaborate were explored during T1, with varying preferences and levels of engagement demonstrated by students. These platforms allowed lectures, group discussions and collective work (to a degree) be undertaken remotely. However it was clear the activities fundamental to design studios; in which students draw and develop work side by side, provide each other feedback in real time, change direction and try something new, and pin up work in informal settings, were missing and that this absence was undermining the development of student thinking and class culture. These design studio activities are synonymous with the pedagogy of triadic interactions, in which multiple students engage simultaneously in a discussion, as opposed to merely the teacher and one student (Sedova, 2017). This pedagogy is fundamental to design studios yet stubbornly difficult to replicate online. I needed another platform that somehow replicated these as close as possible. In Padlet, each student is allocated a column, with entries of process work visually building sequentially over time. Tutors can provide feedback to each entry as the work unfolds and most importantly so can other students. In this way teacher and student alike are involved in a broader ongoing discussion of the cohort’s work in full transparency and inclusion. I decided to introduce Padlet for the 4th year landscape architecture course LAND2412 Public Domain Studio. In this course students work through a selected topic in preparation for their final ‘Graduating Studio’ in Term 3. I saw Padlet as being most suited to the second of three assessments; “Forget the rules”, after “Follow the rules” and before “Make the rules”. I designed “Forget the rules” in Padlet to encourage students to be experimental and explorative, to take creative risks and let go of convention in search for novel ideas, combinations and new directions. This assessment gives the students a chance to ‘go broad’ and explore potentially unforeseen directions before settling on a firmer approach to their topic in the final assessment. The results were overwhelmingly positive. Polls taken after the assessment was complete showed the students found it fun, that it enabled interaction in a positive way that they missed and broadened their thinking. From our perspective as teachers we saw the emergence of individual interests and novel concepts as well as confidence-building outcomes. Padlet proved to offer an effective platform for online interaction, collaboration and creativity. References: Sedova, K. (2017). Transforming teacher behaviour to increase student participation in classroom discourse. Teacher Development, 21(2), 225-242.

About the presenter/s: Delegate takeaway/s

Dr Mike Harris is a researcher and teacher in landscape architecture in the Faculty of Built Environment. Mike’s teaching has • The availability for a Moodle embedded user-friendly interaction recently focussed on a range of design studios in the undergraduate and Master’s programs in landscape architecture learning space investigating neighbourhood scale reconfigurations to achieve improved social and environmental outcomes. These studios

are informed by Mike’s research areas of large-scale urban development and active transport. • A platform for triadic interactions, in which multiple students engage simultaneously in a discussion, as opposed than just the

teacher and one student (Sedova, 2017).

Bringing the lab to the comfort of your home Presented by Ivan Perez Wurfl, Faculty of Engineering Rethinking Assessment

With new requirements and expectations of online teaching, hands-on learning has taken many forms to allow students a full immersive experience without having to physically be in a laboratory. Simulated labs have taken two general forms: either virtual or remote. In most cases, these forms of laboratory experiences provide similar learning outcomes as those obtained in real laboratories with students showing above 90% acceptance of these forms of laboratories as alternatives to their real counterparts (1) . A more recent development to provide students with hands-on opportunities is based on curated lab-kits. The use of take home lab-kits is a more recent development that has been also evaluated and compared to traditional labs (2) . It was concluded that non-traditional labs that are well designed can be as effective as a traditional face-to-face laboratory. At the School of Photovoltaic and Renewable Energy Engineering, we have pioneered a new modality of take-home labs that required students to complete individual hands-on activities with the ultimate goal of optimising a group project. The group project itself relies on all students connecting their individual projects to the cloud to participate in a fun, relaxing and comprehensive real time competition that serves as a final assessment. Specifically, the students received a curated lab kit that contained all parts needed to create a solar powered, computer-controlled USB charger. As the course progressed, students learned and applied fundamental knowledge of solar energy, analog and digital electronics as well as computer programming skills. Each student optimised the performance of their own system at home with constant support from a team of peers. Cooperation and constant communication within the team was very active as the goal of the project focused on optimising energy production as a group. As students were unable to meet in person, the goal of optimising team performance resulted in unexpected yet very positive outcomes. Student were very keen to interact online with a very clear common technical purpose in mind. However, as the students had to help optimise a physical system, a much deeper understanding became necessary. This deeper understanding stemmed from the need to explain to others the problems they were experiencing as well as methods to identify and address the problems observed in the other team members’ projects. On the day of testing, the system cloud connectivity allowed many forms of assessment. Individual performance was easily assessable by requiring all students to synchronously follow a specific set of steps. The data uploaded to the cloud based on these tests provided a unique picture of individual performance. Following the individual testing phase, the following hour of tests allowed teams to demonstrate the ultimate performance of their system in a friendly and relaxed environment that could not be further removed from the usual stressful and stale environment of a traditional exam. The modality of this lab was a result of necessity. In a world without social distancing restrictions and related limitations, this lab would have been run in a proven format based on face-to-face interaction. Having found this course to be more effective when delivered fully on-line with a take-home lab kit compared to the traditional version is an unexpected finding that opens up a wealth of lessons and experiences that will be further explored. References: (1) Hernández-de-Menéndez, M., Vallejo Guevara, A. & Morales-Menendez, R. Virtual reality laboratories: a review of experiences. Int J Interact Des Manuf 13, 947–966 (2019). https://doi.org/10.1007/s12008-019-00558-7 (2) Faulconer, E. K., & Gruss, A. B. (2018). A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences. The International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3386

About the presenter/s: Delegate takeaway/s

Dr. Ivan Perez Wurfl is a senior lecturer at SPREE where he has made hands-on learning a primary focus of his teaching • Hands-on learning done at home duties. Dr. Perez Wurfl is also involved in two VIP projects guiding students in the design of innovative applications for solar

power. In his 10+ years teaching experience at UNSW he has witness first-hand the effectiveness of hands-on learning as a • Alternative forms of assessment deeper and more meaningful learning experience for students and instructors alike.

• Improving teamwork leveraging individual work and online tools

Preparation for Practice – rapid learning in the time of COVID Presented by A/Prof. Adrienne Torda, Faculty of Medicine Capability Building

Many faculties have workplace-based learning as part of their degree requirements. In the undergraduate medicine program, the last two years (of a 6-year program) are almost entirely workplace-based clinical clerkships. Students have unique rotations through courses, scattered across several clinical schools and community placements to prepare them for final barrier exams. They then undertake a capstone Pre-Intern course (PrInt) before launching onto the frontline as healthcare workers (HCW) at the start of the subsequent year. COVID has had a huge impact on medical education all around the world and 2020 presented us with a huge number of challenges and disruptions for our senior medical students who were essentially frontline healthcare workers (HCW): • COVID-19 presented real health risk both to our students and patients, so many placements were initially shutdown. • Course supervisors were unable to supervise/teach students initially due to the rapid re-organisation that many hospitals had to undergo • All elective medical and surgical management in hospitals ceased in March 2020. Outpatient clinics closed and small group learning even in clinical spaces became impossible. But at the same time: • Senior medical students needed to continue to learn and achieve the graduate competencies necessary for graduation, otherwise there would be a medical workforce shortage in 2021. • The healthcare environment was potentially facing the need for a ‘surge’ workforce if large numbers of HCW became infected. NSW Health asked medical students to ‘step up’ into paid ‘Assistant in Medicine’ (AiM) roles in order to be able to help with any ‘surge’ needed. In addition to these challenges, we also had evidence from previous workforce surveys, that our students felt unprepared in some areas when they hit the workforce as interns. This period of intense turbulence made us re-think what and how we taught our medical students, and how we could do this better 1-3. So, we decided not only to overcome the challenges that 2020, we decided to capacity build and have our students better prepared than ever and ready in fact, to hit the workforce 6 months earlier than usual. We developed a ‘Preparation for Practice’ program that consisted of 3 parts: 1. A two-day skills-based online e-workshop held in April for all final year students. This covered most of the basic skills/knowledge that would have been covered in the PrInt course and a number of components of the first week intern orientation. 2. An online ‘Preparation for Practice’ curriculum was developed in an interactive, adaptive, student-focused platform called ‘Sophya’. This was done collaboratively with the platform developers, medical students and recent graduates. They get formative feedback on their learning via the creation of flashcards and can also form learning groups/teams. It has now been released all around the world to assist with the preparation of final year students for the medical frontline more rapidly than ever before. 3. Synchronous online ‘Back to Base’ sessions aimed at our AiM students, but open to all senior medical students. This program was set up once our students were launched into the medical workforce 6- months early in July. The topics were chosen by the students and the sessions were practical and interactive. All 3 aspects were/are under ongoing evaluation/improvement and the feedback has been so positive that these elements will be incorporated into the medical program moving forward. References: Torda AJ, Velan G, Perkovic V. The impact of COVID-19 pandemic on medical education. Med J Aust 2020; Delegate takeaway/s https://www.mja.com.au/journal/2020/impact-covid-19-pandemic-medical-education. http://dx.doi.org/10.5694/mja2.50705 Torda A. How COVID-19 has pushed us into a medical education revolution. Internal Medicine Journal. 2020 Jul. DOI: 10.1111/imj.14882. • Challenge makes us review, improve and modernise our Lucey CR, Johnston SC. The Transformational Effects of COVID-19 on Medical Education. JAMA. 2020;324(11):1033-1034. content and approaches. doi:10.1001/jama.2020.14136 • Online learning can bring big groups of physical separated About the presenter/s: students together and provide access to scalable, high quality educational deliverables. Associate Professor Torda is the Associate Dean of Education and Innovation in the Faculty of Medicine at UNSW Sydney. Over the past few years, she has developed her passion for medical education and inclusive leadership within the Faculty of Medicine. • The opportunity to develop new and innovative learning As an educator, she has developed a wide range of innovations for students which have now been recognised and implemented materials allows us to include principles of universal design of globally. learning and inclusive frameworks for teaching our students

Locked Down but Not Locked Out, Staying Hands-On with a Pandemic Driven Paradigm Shift Presented by Mr. Daniel Eggler & Mr. Leigh Huang, Faculty of Engineering Rethinking Assessment

Project-Based Learning (PBL) is a favoured teaching strategy within engineering education given it is an active student-centred form of learning where autonomy, investigative lines and communication within real-world practices are prioritised (Kokotsaki et al., 2016). Herein, we describe our approach to deliver a second-year design and manufacturing course remotely to a cohort of 170+ and 300+ UNSW Mechanical Engineering students in Terms 2 and 3 whilst in the midst of the COVD-19 lockdown, without compromising on teaching and learning outcomes of a hands-on PBL assessment. Leigh Huang will share his thoughts on the effectiveness of the changes as a former student, as well as a student demonstrator before and during the COVID-19 pandemic. Prior to the pandemic, students within the course would attend TAFE, a vocational education and training provider. Therein, students would learn how to manufacture simple metal parts using manual metalworking machinery such as milling and turning machines. The learning outcome was as follows: Operate fundamental metalworking machinery to generate components. This experience culminated in a summative testing assessment where students would prove that their designs achieved the desired specifications. This assessment formed a signature learning experience for the students and was well received year on year. The COVID- 19 pandemic prevented students from attending TAFE. Designing a suitable assessment to replace the TAFE component of the course without comprising the learning outcomes or experience was therefore of the utmost importance. Using backwards course design principles (Daugherty, 2006), a project-based computer-numerical-control (CNC) machining assessment was designed. Students were provided with a part drawing, individualised to their student number, to be three-dimensionally modelled. A second complementary part was to be designed by the student such that the two parts would fit together. Students would then program the necessary machining operations to manufacture the parts. Upon submission of the files to the Makerspace (workshop), the manufacturing of the parts was livestreamed. The parts were tested for dimensional compliance as well as classification of how well they fit together in a second livestreamed testing session. The livestream is an important element of the learning experience because it keeps the student connect to the significance of what they are learning. Observing their unique machining decisions during manufacture of their parts in real-time, as well as the outcome of the testing session, personalised their learning experience and maximised their engagement. The CNC machining assessment is in line with work-integrated learning principles (Ajjawi et al., 2020) and provides a much more authentic learning experience for several reasons. First, modern engineers typically do design work in-house and then contract external companies to perform manufacturing. Second, the switch to CNC machining exposed students to a more current and relevant manufacturing method. Finally, the students gained a better appreciation of the factors and constraints that affects the quality of their design. The students were also able to experience design, manufacture and physical testing of parts, all without the need to be physically on campus. In fact, the remote delivery aspect of the CNC machining assessment improved upon the engagement and learning experience of the previous TAFE assessment at significant cost saving to the School. This is evidenced by a rise in student satisfaction score from 60% in 2019 to 97.4% in 2020. The effectiveness of these changes is also reflected in the student feedback: “The CNC assignment, I really enjoyed going from designing my part in CAD, setting up the operations in CAM, to watching my part being made on the live stream.” “We were still able to design and machine parts even if we were not able to use the machines ourselves.” References: AJJAWI, R., TAI, J., HUU NGHIA, T. L., BOUD, D., JOHNSON, L. & PATRICK, C.-J. 2020. Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context. Assessment Evaluation in Higher Education, 45, 304-316. DAUGHERTY, K. K. 2006. Backward course design: making the end the beginning. American Journal of Pharmaceutical Education, 70. KOKOTSAKI, D., MENZIES, V. & WIGGINS, A. 2016. Project-based learning: A review of the literature. Improving Schools, 19, 267-277.

About the presenter/s: Delegate takeaway/s

Daniel Eggler is an early career education focused academic within the School of Mechanical and Manufacturing Engineering. His research • Assessment complexity and experience doesn't fields are in acoustics, vibration and active control. He teaches engineering design courses, ranging from first to third year, and embraces have to be compromised due to remote delivery. work-integrated learning as a powerful intrinsic learning motivator for students. Where possible, hands-on project-based assessments are

implemented in any course he teaches as nothing reinforces relevance and accountability like a good ol' fashioned compliance test. • Livestreaming is key for student engagement when Leigh Huang is a 6th year Mechatronics Engineering and Neuroscience student, currently completing his 2nd honour’s in Medical Sciences delivering courses remotely. on patient-specific carotid artery stenosis. Motivated by the current engineering challenges in the medicine, he aims to dive into the engineering problems in the medical field after graduation. Throughout his degree, he has developed a passion for teaching and wanted to • Practical learning outcomes can be met even with develop a personalised learning experience for students undergoing their undergraduate studies. remote delivery with clever assessment design.

Innovative design and delivery in postgraduate programs: developing a learning community online Presented by Dr. Sally Nathan & Ms. Armi Pobre, Faculty of Medicine Develop Online Community

Teaching in the postgraduate programs in the School of Population Health requires innovation online to create a learning community to maximise student satisfaction and outcomes. The cohort of fully on-line students in the school’s postgraduate programs has grown in recent years and they now comprise approximately two-thirds of our students and all of our students in 2020 due to COVID. These online students are diverse, and include people who work full-time and study part-time, people in other locations outside of Sydney, people with young families and local and international students. Meeting their needs and providing an equivalent experience to those in the classroom is a challenge that universities need to address in the modern digital world and even more so now in a COVID world (Xu & Jaggers, 2014; Smidt et al., 2017; Croxton, 2014; Ladyshewsky, 2013; Hart, 2012; McGorry, 2003). Courses that are focussed on skills development in particular require approaches to foster student dialogue and feedback and strategies online that enable students to practice core skills in a community of learners. Using the example of the Course - Qualitative Research Methods (QRM), this presentation will outline an approach that scaffolds learning activities online using collaborative group activities central to the skills development required to meet course learning outcomes. Online tools such as discussion forums, focussed online assessable team activities, video materials, virtual meeting rooms and webinars are brought together in an integrated online learning environment to teach this relational research methods approach. Improvement in student satisfaction scores has occurred after responding to feedback in a continuous improvement process. The last three years has seen student satisfaction rise to be above the school, faculty and UNSW ratings for satisfaction with both the course and teacher. In 2020 with the impact of COVID, the community of online learners became all the more central to the course approach to teaching and learning with increased attention on enabling students to interact effectively in an online environment in a time when they were even more isolated from peer collaboration and face to face interaction. Students were able to use their small groups as part of the course as a forum to trouble shoot online approaches for their final interview assignment and discuss other challenges they faced in their work due to COVID. The Convenor webinars every two weeks became an important place to connect and share successes and challenges and to discuss course concepts and assignments. The internal students who usually meet face to face each week were able to benefit from the integration of elements of the fully online course delivery components in to the internal course structure and activities which had to be delivered fully online in 2020. The Course Convenor received a 2019 Vice Chancellor Award for Excellence in Teaching and the Educational Developer received an award for Excellence in Professional Services which included a significant contribution to the re-design of these courses. References: Croxton, R.A. (2014) The role of interactivity in student satisfaction and persistence in online learning. Merlot Journal of Online Learning and Teaching 10(2): 314-324 Ladyshewsky, R. K., (2013). Instructor presence in online courses and student satisfaction. Retrieved from http://academics.georgiasouthern.edu/ijsotl/v7n1.html Larson,Lee, H. J., & Rha, I. (2009). Influence of structure and interaction on student achievement and satisfaction in web-based distance learning. Educational Technology & Society, 12(4), 372-382 Millheim, K. L. (2012). Toward a better experience: Examining student needs in the online classroom through Maslow's hierarchy of needs model. MERLOT Journal of Online Learning and Teaching, 8(2), 159-171 Nathan S, Torvaldsen S, Linhart C and Lawson X, Using Wikis to promote equitable student collaboration in the on-line environment, Council of Academic Public Institutions in Australia, Public Health Teaching & Learning Forum, Sept 2015 Smidt, E., Rui, L., Bunk, J., Kochem, T., & McAndrew, A. (2017). The meaning of quality in an online course to administrators, faculty, and students. Journal of Interactive Learning Research, 28(1), 65-86 Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. Journal of Higher Education, 85(5), 633-659.

About the presenter/s: Delegate takeaway/s

Dr. Sally Nathan is a Senior Lecturer and Convenor of Community Development & Qualitative Research Methods courses in the • Practical approaches to create a community of learners online postgraduate programs in the School of Population Health, the largest PG Medicine program. Her teaching approach aims to foster by integrating a range of tools to achieve learning outcomes student dialogue and practice of core skills in a community of learners. Sally was recently awarded the 2019 UNSW Vice

Chancellors Award for Excellence in Teaching and has presented to the Council of Academic Public Health Institutions Australasia. • Teaching and learning approaches online that support skills Armida Pobre is an Educational Developer at UNSW Faculty of Medicine. A full-stack Educational Developer with a demonstrated development history of working in the higher education industry in Sydney, Brisbane, New Zealand, Philippines and South Korea. Passionate about delivering meaningful learning and teaching experiences through constructive alignment in educational design. She received • An understanding of the challenges and solutions to teaching the UNSW Medicine Award for Excellence in Professional Services in 2019. skills which require practice and reflection in a fully online course

Building a vibrant online learning community for personalised autonomous learning Presented by A/Prof. Mira Kim, Dr. Long Li, Hua Bai & Radmehr Shirzady, Faculty of Arts & Social Sciences Develop Online Community

The Personalised English Language Enhancement (PELE) course is an elective offered to students at all levels across faculties (HUMS1005/ARTS5505 for UG & PG coursework, and ARTS5505 for HDR). PELE was created by Kim in 2016 to address a need for ongoing post-admission support for international students linguistically, academically and socially. PELE places great emphasis on empowering students through autonomous, personalised learning and creating a safe and supportive learning environment. It guides students to identify their linguistic needs in English communication, develop and implement a personal project and evaluate progress. At the end of the course, students inspire each other with their critical reflection in a student-led conference. In Term 1, we offered the course in a blended mode teaching F2F to students in Sydney till Week 4, just before the pandemic forced all teaching online and providing synchronic tutorials from Week 1 for students in China. We continued to offer the course fully online in Terms 2 and 3, with about half students taking the course online from China. The blended and online modes have received excellent feedback in MyExperience course reports: the first three criteria, relevant to online community, received considerably higher mean scores than the School/Faculty/University averages: i.e. while the University average for Criterion 2 (I developed my ability to work effectively with others online) in T1 was 4.41, HUMS1005 received 5.19, demonstrating preparedness in creating a vibrant online community; ARTS5505 even received a median overall score of 6 (full score) in Term 2, indicating very high student satisfaction online. Further, the entry and exist surveys conducted last five years have consistently shown that PELE makes a significant impact on students’ language enhancement, confidence, self-efficacy, emotional well-being and sense of belonging. We were better prepared to effectively handle the challenging and unexpected transition into online mode thanks to a social media-like platform called OpenLearning with all the engaging educational videos that were produced professionally in the PVCE studios thanks to the generous University support. PELE has two UNSW PVCE-funded projects: the English Language Acquisition Support for International Students (ELASIS) Project in 2016, and UNSW SEIF#1, Elevating the Scalability, Availability and Sustainability of PELE (ESAS) Project in 2019. In particular, the ESAS project set out to develop a blended mode of PELE and explore its pedagogical efficacy. In addition to innovative online resources, PELE also embeds a Peer Mentoring Program through which past students come back to help current students. Additionally, students are encouraged to attend or lead social clubs such as Singing Club and Board Game Club, typically led by mentors for students to practice English and make friends from diverse cultural backgrounds. In this talk, Kim and Li will briefly explain the principles of the PA model (Kim and Jing 2019), discusses its pedagogical efficacy based on the data collected, and explains how an online community was created and maintained each term, while the two students, Bai and Shirzady, who organized social clubs as a mentor in the PELE course will present how they have been involved in the PELE community and how they continue to enhance their communication skills, leadership and confidence even after PELE. References: Kim, M. and Jing, B. (2019) ‘A Personalised Autonomous Model for Enhancing Translation Students’ Linguistic Competence,’ in M. Koletnik and N. Froeliger (eds), Translation and Language Teaching – Continuing the Dialogue between Translation Studies and Language Didactics, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 127-146.

About the presenter/s: Delegate takeaway/s

A/Prof Mira Kim is a researcher, educator and practitioner in the field of translation and interpreting. Based on a Personalised Autonomous • Building online communities pedagogical model she devised for her translation and interpreting students, she developed the Personalised English Language Enhancement (PELE)

course in 2016 in order to help international students overcome the language barrier while studying at UNSW. Since then, she has been running the • Innovative online resources course for students of all levels across faculties at UNSW. Her primary research areas include translator education, systemic functional linguistics,

personalised and autonomous learning, text analysis for translation and international education. • Personalised English language Dr Long Li is an Education-Focused Lecturer in Translation & Interpreting. Dr. Li’s research interests include systemic functional linguistics (SFL), enhancement in a large online course ideology in translation, contrastive grammar between English and Chinese, and more recently English language proficiency. He is passionate about exploring innovative pedagogies and technologies to inspire and empower learners in the 21st century. Dr. Long Li has taught students from UG level to HDR candidates and convened a range of courses in translation and English communication.

Hua Bai completed her Master of Translation Radmehr Shirzady is a 3rd year student and Interpreting in the School of Humanities of the Bachelor of Medical Science. and Languages in 2020.

Help, I need somebody! Co-curricular approaches to online writing support for students and teachers Presented by Dr. Neda Chepinchikj & Ms. Davina Delesclefs, PVCE Capability Building

Quality of students’ writing is of increasing concern for both teaching staff and students with some course convenors reporting a quarter of students struggling with written assessments. There are limited resources in providing one-on-one, face-to-face consultations to such large numbers of students and it is known that students most in need of support are the most reluctant to seek it (Dashwood & Son 2017; Potter & Parkinson 2010). In response, in 2019, UNSW launched an online writing support service, Smarthinking, which is available to students 24/7. This service is overseen by the UNSW’s English Language Support Initiative team. The project team employs two concurrent strategies to position the online writing support service in two educational ecologies. The integrative strategy is deployed where Smarthinking is ‘integrated’ within the academic/faculty ecologies or the micro-system, and in programs and courses, at both undergraduate and postgraduate levels. The leading strategy is providing Smarthinking to students through embedding within the university ecology or the eco-system (Huijser & Kek, 2017). There is undeniable value in interconnecting co-curricular support into the curriculum through collaboration between academic and professional staff (Bruce, 2001) with benefits to both students and teaching staff. Smarthinking provides personalised, objective feedback that can be applied across courses and disciplines, thus encouraging continuous improvement. This type of feedback is the most valued by students (Li & De Luca, 2014) and results in increase in student effort and outcomes as well as improved self-regulation, leading to more effective learning strategies (Hattie & Timperley, 2007). For course teachers, the additional workload of marking drafts with issues in academic style or English language is reduced. This is particularly relevant as many may be reluctant to address these issues, which are not their areas of expertise (Mitchell & Evison, 2006). This study aims to demonstrate the value of course embedding of English language and communication skills resources, through the example of Smarthinking. The study compares the use of Smarthinking by UNSW students along two lines: 1. Between course embedded and open access use and 2. Between optional and hurdle task use in courses. Both quantitative and qualitative approaches are used in analysing the data which come from the use of Smarthinking at UNSW since T2 2019. The impact of Smarthinking on student academic performance has been measured by comparing the assessment marks of those students who used Smarthinking against those who did not use the service. Results to date support the findings of previous studies that use of Smarthinking contributes to grade increase and confidence in academic writing, which in turn has a positive impact on course retention (De Fazio & Crock 2008). In terms of qualitative analysis, this study relies on users’ comments and remarks obtained through three distinct surveys. Responses show that students value the feedback received on their writing as it helps them identify areas of weakness and provides them with specific steps to improve. Survey responses also indicate that students see great value in the feedback received from Smarthinking as they apply it to their writing in other courses that may not have Smarthinking embedded at a course/program level. Current findings from this study support those of previous research which show that co-curricular student support encourages self-reflection and leads to personal growth and development (Elias & Drea, 2013). In the case of Smarthinking, preliminary results indicate that its use has a significantly positive effect on both student academic performance and student experience. This study also showcases the benefits of the co- curricular approach to using Smarthinking to both students and course teachers at UNSW. References: Potter, A., & Parkinson, A. (2010, June). First year at risk intervention pilot project: An intervention to support first year students experiencing early assessment failure. In 13th Pacific Rim First Year in Higher Education Conference. Retrieved from http://www.fyhe.com.au/past_papers/papers10/content/pdf B (Vol. 4). Mitchell, S., & Evison, A. (2006). Exploiting the potential of writing for educational change at Queen Mary, University of London. Teaching academic writing in UK higher education, 68-84. Dashwood, A., & Son, J. B. (2017). Academic language support for at-risk students: REACHing further. Journal of Academic Language and Learning, 11(1), A58-A70. De Fazio, T., & Crock, M. (2008). Enabling learning, addressing retention: Supporting students via online tutorials with Smarthinking. In ASCILITE conference, Melbourne, Nov. Huijser, H., & Kek, M. Y. C. A. (2017). Problem-based Learning into the Future: Imagining an Agile PBL Ecology for Learning. Springer Singapore. Elias, K., & Drea, C. (2013). The Co-Curricular Record: Enhancing a Postsecondary Education. College Quarterly, 16(1), n1. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Delegate takeaway/s Bruce, C. (2001). Faculty‐librarian partnerships in Australian higher education: critical dimensions. Reference services review. Li, J., & De Luca, R. (2014). Review of assessment feedback. Studies in higher education, 39(2), 378-393. • Benefits of co-curricular writing support to both students and teachers About the presenter/s: • Empowering students to take ownership of their Dr Neda Chepinchikj and Davina Delesclefs are Academic Skills Advisors in the English Language Support Initiative, within the academic development PVCE. They both have extensive teaching experience in English as an Additional Language (EAL) that spans over twenty years and are passionate about supporting students in their language and communication skills development. Neda's background is in • Balancing the provision of writing support at both applied linguistics, while Davina's in education. leading and integrative levels. Neda Davina

Rethinking and reshaping assessments for statistical courses Presented by Dr. Jonathan Lim, UNSW Business School Rethinking Assessment

Business Economics and Statistics (ECON1203) is a 1st year core course for B. Com students at UNSW. It enrols up to 2,000 students per year and is a foundational statistics course designed to provide our business students with basic data analysis and statistical skills. At the end of S2 2018 the course underwent a major digital uplift where we decided to move away from Final Exams and focus more on case studies and business skills such as Excel. The motivation was to make our students more workforce ready. The case study was also designed to integrate what they learned for their certification and represents a holistic approach to their assessments. We also introduced peer assessments and a project charter to again simulate what really happens in the workplace. In T1 2020, prior to COVID-19, we decided to have a mid-term and final exam for T2 we planned to reduce the weight of these and allocated more weight to excel certification. Following COVID-19, we were required to adapt due to the immediate cessation of face-to-face contact. To immediately address this: 1. a quiz which was directly linked to their previous formative quiz was introduced to consolidate their learning and to incentivize students to learn the material and have similar learning outcomes to the mid- term test. 2. a reflection piece was introduced as an opportunity for students to reflect on group dynamics i.e. to focus on how they can improve their performance as a group member. The purpose was to provide an opportunity for students to reflect on this experience and improve. 3. a final individual case study was introduced. The purpose of the final case study was to i. design an assessment which was richer in separating out students. A final milestone gave us the freedom to design something practical from my experience with less constraints on time. ii. achieve a richer learning experience for the student as it affords them the opportunity to digest, think and apply what they learned in the final weeks come up with a new statistical model. iii. provide a neat capstone since it builds upon the previous milestones, enforcing the notion of building up towards an end point in this case a model. As was typical of any consulting project In T1 2020, the course average increased from 61.4% to 66.7% (T1 2019). This improvement was across the board for all assessments. The fail rate decreased from 19.6% to 8.7%. Student satisfaction (average) increased from 69% to 73% and in terms of agreement it increased from 76% to 79%. In T2 2020, the course average increased from 59.4% to 68.1% (T2 2019). The fail rate decreased from 20.4% to 9.7%. Finally, student satisfaction (average) increased from 68% to 71% and in terms of agreement it increased from 71% to 76%. An interesting note was that in T1 2020, the second quiz results was worse than the equivalent assessment component in T1 2019. This was interesting because the questions are drawn from the same pool of questions. In T1 2020 students were given more time to prepare and they were given a practice paper, however the results suggests otherwise. This requires further investigation but may suggest that time-limited quizzes may not the best instrument in evaluating a student’s ability. Overall, the assessments results and myExperience results had improved. The course is a richer course which enables us to better assess students. Furthermore, the assessment structure is closer to what students will experience in the workplace. Delegate takeaway/s

About the presenter/s: • In rethinking assessments, there is an increasing need to think about how the knowledge students learn can be applied to what is expected in the workplace. This is probably one of the biggest motivators to Dr. Jonathan Lim is a lecturer in the School of Economics at UNSW since 2016. encourage students to take the task seriously. Previously, he was an economic consultant with Deloitte Access Economics and had

lectured at UNSW. His research focus is in education, aging population and • There is a need for students to see what they are building up towards and for them to recognise that microeconomics theory. Since his return to UNSW, he has leveraged this experience each step they take contributes towards this larger picture. in the private sector to inform the restructuring of ECON1203. Last year he was

awarded the John Prescott Commendation for Outstanding Innovation in 2019 for his • Academic integrity and practicality can coexist and therefore as an academic it is important for use to work in the restructuring of ECON1203. see this angle and express this to the students. The ultimate question we as course designers need to understand is whether it is appropriate and relevant for the workplace not just in providing a distribution. Our assessments need to be credible signal for employers to make an informed judgement.

Online discussions with classmates are fruitful: Fostering postgraduate collaborative learning using an assessable asynchronous peer-led discussion forum

Presented by A/Prof. Anita Heywood & A/Prof. Ben Harris-Roxas, Faculty of Medicine Develop Online Community

Authentic assessment in postgraduate teaching is essential to motivate students and provide opportunities to demonstrate the application of their learning to complex problems. Asynchronous discussion forums are commonly used in online tertiary education courses to facilitate the development of higher-order learning as well as opportunities for student collaboration and reflection (Ashcroft & McAlpine 2004). For postgraduate students, asynchronous forums can meaningfully embed student-centred learning into small group discussions in which students are able to draw on and share expertise from their own professional contexts and draw on and develop their understanding of relevant research evidence. For professionals undertaking postgraduate studies, clear alignment of a task with the course learning outcomes and adding value through assessment enhances engagement and satisfaction (Hew 2015). Assessment drives learning (Felder & Brent 2016) and collaborative online learning is more successful when it is valued and student outcomes are clear (Swan, Shen & Hiltz 2006). Achieving equity in experiential learning and peer engagement for external students is an important design consideration for dual mode courses. Collaborative learning is further supported by peer-led moderation, which promotes greater interaction, active participation, (Ashcroft & McAlpine 2004) and fosters a stronger sense of community than tutor-led discussion. The move to online teaching due to COVID-19 has reinforced the importance of connectedness and the development of online learning communities. An assessable peer-led asynchronous online discussion forum was developed for PHCM9050 Immunisation Policy and Practice in 2017 to modify the course from face to face delivery to dual mode – with both blended and fully online study modes. The task aimed to develop and assess student capabilities for critical thinking and provide opportunity for peer learning and active engagement in course content. In 2019, the assessment was adapted for use in PHCM9615 Principles and Practice of Primary Health Care in this course’s dual mode transition. A co-moderation element was included to provide flexibility in moderator allocation, reduce the workload required for sole moderation and to manage groups. Both courses are electives in the Master of Public Health. In myExperience feedback, 100% of students agreed that they felt part of a learning community, that assessments and assignments gave opportunities to demonstrate knowledge and heighten understanding of topics in both courses over multiple years. The discussion forums commonly reported as the best feature of the courses (“my own level of engagement furthered my overall knowledge”, and “it is like being part of a collaborative classroom”, PHCM9050). A further example is:“At first I was bummed about having to moderate a forum and link with a partner online to do it and so forth (annoying, time–consuming, dread, "what if I get a bad partner?"), but it was actually really enjoyable and gave me an appreciation when others did it (including course conveners in this course and others).” (PHCM9615). This presentation will describe this successful model for an asynchronous online discussion forum assessment for postgraduate students, including challenges and benefits to students and convenors. We will demonstrate that high-level engagement and course satisfaction can be achieved through a high-stakes assessment, weighted appropriately to the effort required, that is constructively aligned to course learning outcomes. References: Ashcroft & McAlpine. Student moderators in online discussions. In Atkinson, McBeath, Jonas-Dwyer & Phillips (eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, Perth, 2004; Felder & Brent. Teaching & Learning STEM: A Practical Guide (1 edition). San Francisco: Jossey-Bass, 2016; Hew KF. Instructional Science. 2015;43:19-38; Swan, Shen, HiltzJ. J. Asynchronous Learning Networks 2006.

About the presenter/s: Delegate takeaway/s

A/Prof. Anita Heywood from the School of Population Health in the Faculty of Medicine, UNSW, is an infectious disease • Assessment is a driver of student engagement in postgraduate epidemiologist with a research focus on vaccine-preventable disease epidemiology and immunisation uptake. She is Director of online courses Teaching at SPH and has over 10 years’ experience in designing and delivering online and blended postgraduate courses to

Master of Public Health and International Public Health students in epidemiology and infectious disease control. • Appropriately supported and constructively aligned assessment A/Prof. Ben Harris-Roxas is Director of the South Eastern Sydney Research Collaboration Hub. The Hub is a collaboration can achieve high postgraduate student satisfaction despite the between the UNSW and a government regional health organisation, with a focus on integrating primary health care and social high levels of required engagement care. Ben is convenor of the Principles and Practice of Primary Health Care course offered through the School of Population Health’s Masters programs. • Asynchronous online forums suit postgraduate students but must be appropriately weighted to reward the effort required.

Collaborative student led rapid transition to online delivery using transformation and democratic models Presented by Mr. Kevin Samnick, UNSW Business School Synchronous / Asynchronous Delivery

AGSM runs an Executive MBA program and the Executive Agenda Year (EAY) comprises the second half of the program with 4 courses run over one year. EAY4 is the final course and it includes a 4-day f2f residential session. During the lead up to the mid-year delivery of EAY4 the impacts from the pandemic became clearer—we could no longer run f2f. Appropriately the course name for MNGT7498 or EAY 4 is ‘Transformation’. We used a design approach sourced from within the course to inform our thinking. We drew from the Dynamic Capabilities Framework (REF1) which examines the processes of Sensing, Seizing, and Transforming. Further, we viewed our system as a Business Model (REF2) that includes four key elements – Customer Value, Profit Formula, Key Resources, and Key Processes. We quickly settled onto a student-centred approach. We prioritised student agency and choice in what was going to be a radically different experience than the one they had signed up for. We knew we would be offering synchronous online delivery and we also knew this was going to involve extensive and rapid capability building for our academics, students, and support staff. We had now identified the ‘customer value’, our ‘key resources and processes’ and had ‘sensed and seized’ upon the change that was necessary, the next step was to transform. The first step was to engage with the students to design a solution in the face of uncertainty, informed by pedagogical concepts of the Democratic Classroom (REF3). We explained our plan for an online offering and also modified our schedule so they could choose to complete their f2f program later – pandemic allowing. Students participated in several early pre-residential online sessions to get a feel for the online experience, helping us try out delivery method technologies and approaches. They provided us with valuable feedback about their preferences with what worked and did not work in their learning experience and they were able to help create their own learning experience while also being given a choice to accept or delay their studies. We were running two cohorts who had formed strong bonds in prior EAY courses. Some students wanted to proceed online while others wanted to delay. After multiple collaborations, option discussions, and surveys of student preferences; most all students chose online. Through this process of considering options and constraints, we decided on a semi-combined mixed cohort design. This was an ambitious choice and made for a more complex delivery compared to the regular f2f residential as we now had the added factor of which parts of the course could be delivered to the combined cohort XY and which parts would need to be split apart into X or Y only activities. The approach leveraged rapid collaborative capability building from all parties and was successful. Student feedback was overall positive and initial concerns students held were alleviated as they reported how much value they derived from the course. Significant insights were gained regarding democratic classroom processes and online synchronous delivery. First, a more democratic classroom process can extend beyond students selecting options from a preconfigured menu to informing structural and design choices in course delivery. Second, synchronous delivery in judicious blocks (e.g. 6 hours) can maintain the energy and collaboration of a residential when they include generous small group breakouts. We leveraged Zoom with breakout rooms, MS Teams, and Moodle to build a comprehensive and explicit schedule communicated to students so they would know what to do and which tool to use for every session. We made few compromises and included our typical range of guest speakers, group sessions, and a peer assessed final presentation. References: REF1 – Dynamic Cap Framework - Day, G S & Schoemaker, P J 2016, ‘Adapting to fast-changing markets and technologies’, California Management Review, vol. 58, issue 4, pp. 59–77. REF2 – Four-Box Bus Model - Johnson, M W, Christensen, C M & Kagermann, H 2008, ‘Reinventing your business model’, Harvard Business Review, December, p. 5. REF3 – Dem classroom - Morrison, K.A., 2008. Democratic classrooms: Promises and challenges of student voice and choice, part one. Educational Horizons, pp.50-60.

About the presenter/s: Delegate takeaway/s

Kevin Samnick is an educational designer with over 6 years of experience working in higher education. He is passionate • The student voice in the democratic classroom extends beyond a about student engagement, voice, and value in learning along with ensuring academic staff have the support and skills they menu of choices, students can inform design need to feel confidence facilitating in all types of classrooms. Prior to working in tertiary education Kevin was a secondary

school science teacher and a pharmaceutical researcher. • Capability building is essential in ensuring solutions are executed well

• Synchronous online learning sessions can offer equally valuable learning experiences

Integrating Moodle tools with online visual collaboration platforms in the urban and landscape design studio online Presented by Dr. Elisa Palazzo, Faculty of Built Environment Course Design

As a first response to the COVID19 pandemic, most of UNSW teaching was shifted to online delivery. This included both traditional lecture-based courses as well as design studios. While transferring a lecture-based course into an online platform does not involve significant changes in a course structure, there are some significant questions and challenges to be considered while translating a design studio online. In first place, how to reproduce in a virtual space the complexity of interrelationships and collaborations distinctive of a design studio? The definition of complex urban and landscape design proposals requires an intense process of experimentation which is aimed at developing a set of hypothesis or scenarios. A design studio, whether in a physical or digital space, must be a “place” able to allow and facilitate imagination processes, where ideas are tested and adapted, scenarios are developed and trialled. While learning activities are structured by precise objectives, a sort of freedom of action is required as ideas emerge from brainstorming, trials and errors and playful sessions (Balassiano 2011). Therefore, an integrated approach was used to convert the design studio in a new experience. Existing capabilities and resources supporting synchronous online learning such as Blackboard Collaborate Ultra, were used in combination with tools external to the Moodle‘s environment to re-create remotely the interactions among participants. This required the exploration of new online platforms for visual collaboration able to simulate the experience of pinboards or whiteboards, as are used currently in the classroom. Moreover, these new tools were trialled in combination with available teaching resources to take advantage of complementary functionalities (for example the simultaneous use of online conference functions and visual collaboration tools). An extensive research process was carried on among a range of available applications. The choice of the virtual whiteboard application Miro was driven by these main features: • A freeware application (with a free academic subscription) • Seamless whiteboard experience (required little technology and average internet connections) • Good range of visual collaboration tools (drawing, sketching, chat, commenting tools, etc.) • High number of users allowed in the working session • User friendly (required little skills to be used) • Visualization of activity of other users on the shared whiteboard The integration of new platforms and Moodle was well received by students that were perhaps more tech savvy than expected. They adapted quickly to new learning environment, understanding the challenges at first but then embracing it completely. From a students’ perspective, the whole experience was overall very positive, as demonstrated by: • High levels of attendance to online activities with over 95% of students in class for over 4-5 hours • MyExperience survey results well above School, Faculty and UNSW average. on a weekly basis. • Students’ feedback was positive and very constructive about the use of Miro and the overall • High levels of participation in class with at least 50% of the students actively engaged in weekly experience with the new teaching style. learning activities (asking questions, responding to solicitations, presenting their work, uploading materials on Miro, using Miro to sketch and experiment, discussing issues during reviews, etc.). Students’ quotes in the MyExperience survey and in other media show appreciative comments of the new design studio format and highlight the overall value of the integrated platform (Moodle + Miro). These feedbacks acknowledge the new studio format as able to facilitate: • Group work and interaction online • Exercise and training independently and in collaboration, in and out class time • Sharing teaching resources and feedback • Assignments preparation • Keeping records of weekly reviews in class and feedback • Thinking space Students also acknowledged the value of the playful experience offered by the online visual collaboration platform and the effectiveness of sessions recordings in Moodle. Overall, the improvement in students’ performance in 2020 was 3/100 points above the 2019 studio marks’ median. This presentation will provide an overview of lessons learned in the last two terms in applying Miro’s to urban and landscape design studio teaching and how students have responded to it. References: Balassiano K. (2011), Tackling ‘wicked problems” in planning studio courses, Journal of Planning education and research, 31 (4) 449-460 Delegate takeaway/s

• The challenges to transfer a design studio online About the presenter/s:

• How to recreate a completely new design studio experience Dr Elisa Palazzo is an architect/urbanist and landscape planner with a broad international experience in both academia and the online by integrating the available Moodle’s learning tools profession. She is currently the Coordinator of the Landscape Architecture Master program and Senior Lecturer at UNSW. She has with emerging online technologies for visual collaboration been lecturing in several universities in Italy, China and Australia, in urban design, environmental planning and landscape architecture.

Her teaching is based on transdisciplinary, experiential, and game-based pedagogic approaches. • How the students responded to a completely new design studio experience

Future of Assessment – Student Panel Presented by Dr. Shannan Maisey, Dr. Jose Bilbao, & UNSW Students: Rachael Brown (Art and Design/ FASS), Quingyuan Huang (Science), Yuval Kandal (Engineering), Shivani Chokkam (Business PG), Nishchith Nanjappa (Engineering PG)

The students in this panel represent the diverse backgrounds of our students in undergraduate and postgraduate courses across UNSW. Many of the students in the panel participated in UNSW’s award-winning HEROES program. These students were members of two teams who were tasked by the UNSW Digital Assessment and Feedback COP with the wicked problem of academic integrity in digital assessments. This session will cast a critical eye on assessment at UNSW through the lens of our students. We will explore issues of academic integrity, feedback, and the future of assessment.

About the presenter/s Dr Shannan Maisey came to UNSW at the beginning of 2017 as a lecturer. Since then she has been lecturing first and third year classes, coordinating a third year unit and working on several curriculum development projects including a total transformation of first year chemistry (for which her team were awarded a UNSW SEIF grant), the redesign of our third year analytical chemistry course to include the development of key graduate attributes and many more exciting projects.

Dr Jose Bilbao has been an Education Focussed academic at UNSW since 2016 and his main motivation is to develop effective teaching and learning methods supported by digital assessment platforms. Jose has a deep interest in the student’s wellbeing and development, so he has been the Student Experience Coordinator for SPREE since 2017.

Rachael Brown is a multidisciplinary designer & promotional communicator who places people at the heart of design solutions. She is an undergrad in Design and Media (PR & Advertising) at UNSW and is always collaborating with fellow creatives in the industry- emerging and established, local and global.

Yuval Kansal is a first-year student at UNSW studying Bachelor of Computer Engineering. Yuval is a proud recipient of UNSW's International Scientia Coursework Scholarship (100% tuition fee waiver). He completed high school in Singapore and spent 1 year at The University of Hong Kong before shifting to UNSW

Shivani Chokkam is from India where she previously worked for 3 years at Ernst & Young. She is currently pursuing a Masters in Information System and Management from UNSW Business School. Shivani looking forward to add value and help the student community being a part of the Student panel.

Higher Education Leading the Change? Enabling a Lifelong Learning Ecosystem Keynote presented by Prof. Sally Kift

As a tumultuous year for higher education policy and practice draws to a close, what does it mean to ‘learn without limits’ and how might our sector ‘lead the change’? Pre-pandemic, we had been reimagining learning pathways, provision and aggregation for a future of work impacted by Industry 4.0 technologies, globalisation and demographic shifts. COVID-19 has now accelerated the urgency of that revisioning and exacerbated educational and labour market disadvantage. If education, fairness and national prosperity go hand-in-hand (OECD, 2019), business-as-usual responses to future-fit ‘limitless learning’ seem unlikely to deliver the what, when and how of tomorrow’s workforce needs, let alone socially just outcomes for underserved citizens and regions. Lifelong learning must become a practical reality for all. Our universities must become lifelong learning institutions. This presentation will consider the promise of a connected lifelong learning ecosystem, founded on universal access to tertiary education and collaboration between schools, learners, universities, vocational education providers and industry.

About the presenter/s:

Professor Sally Kift is a Principal Fellow of the Higher Education Academy, a Fellow of the Australian Academy of Law and elected President of the Australian Learning & Teaching Fellows. She has held several university leadership positions, including as JCU’s Deputy Vice-Chancellor (Academic). In 2017, Sally received an Australian University Career Achievement Award for her contribution to Australian HE. She was a member of the AQF Review Panel that reported to Government in September 2019.

A winning role playing assessment in first year business law Presented by Prof. Jenny Buchan, Leo Kohn & Dr. Imogen Waugh, UNSW Business School Rethinking Assessment

Education through simulation brings benefits including the enhancement of students’ self- confidence and communication skills and the translation of theory into practice. In the context of legal education, simulation can be used to improve students’ skills through application of theoretical concepts to practical experiences. Despite these advantages, drama is not a popular tool in teaching legal education. We introduce a legal roleplay activity where first year students work in pairs within a group of eight to process legal problems from multiple perspectives. The activity is described below. In two-week cycles each student is assigned to a pair within a group. Each pair adopts a role. • Role A. Lawyer for the plaintiff, who claims they have been wronged in the way described in the problem. • Role B. Lawyer for the defendant, the party claiming they have done nothing wrong. • Role C. The Judges who decide which court the dispute should be heard in, who has a stronger case, and why. • Role D. The defendant’s competitor who critiques the mistakes that caused the dispute. Suggests how contracts or practices or risk management approaches in your business should be altered to avoid a similar dispute? How might the dispute have been resolved differently? Each pair answered their role into a template on a Wiki. After two weeks this shared document included the litigant’ arguments on the legal issues, the Judges’ verdict and the competitor’s lessons learned. At the end of each cycle pairs and roles within each group were non-randomly shuffled to allow each student to fill each of roles A to D and to pair with other people in their group. The assessment was noteworthy for several reasons: 1. It is collaborative without being confining. Students worked in pairs, but the makeup of the pair changed. When acting in role C an explicit opportunity was given for the members of this pair to disagree with each other. This provided an opportunity to develop teamwork, autonomy and the ability to negotiate dissent. 2. The exercise was multi-perspectival. Each role allowed students to approach a legal problem from a different perspective. This fostered the development of empathy – the ability to see a problem from perspective of another. 3. It was practical and reflective. Role D was an opportunity to reflect on how the solution to the problem could have played out differently and what could be done in the future to prevent problems of this nature from arising. This assessment ticks many boxes; student feedback was unanimously positive. References: Lipton, J. D. (1998). Role-Playing Exercises in First Year Legal Process Classes. Journal of Legal Education, 16, 97. See for example Smart, K. L., & Csapo, N. (2007). Learning by doing: Engaging students through learner-centered activities. Business Communication Quarterly, 70(4), 451-457. Scully-Hill, A., Lam, P., & Yu, H. (2010). Beyond role playing: using drama in legal education. Journal of Legal Education, 60, 147. See for example Reichman, A. (2006). Law, Literature, and Empathy: Between Withholding and Reserving Judgment. Journal of Legal Education, 56(2), 296-319. In this paper, Reichman argues that role playing is a learning activity for law students that leads to a better understanding of different perspectives because “The study of law has always dealt with a variety of plausible alternatives to the story presented before a court of law or the legislature.” See for example Reilly, P. (2005). Teaching law students how to feel: Using negotiations training to increase emotional intelligence. Negotiation Journal, 21(2), 301-314. In this paper Reilly discusses the use of performance in developing professional skills and emotional intelligence during legal training.

About the presenter/s: Delegate takeaway/s

Professor Jenny Buchan teaches introductory law and international franchise law in the UNSW Business School and delivered the first • Meaningful online role play for teaching law International Franchise Law MOOC to students in over 160 countries in 2016. The wiki exercise she introduced to TABL 1710 in 2020 has

drawn wide acceptance by students. Jenny's research spans consumer protection, franchise and insolvency law and policy. • Free riding in online assessment

Leo Kohn is a graduate of the UNSW Law School. He has tutored TABL 1710 for several years and is one of the authors of the wiki role play • Challenges for instructors managing online role plays assessment that replaced an essay to provide an authentic, interactive, online experience for first year students new to the discipline of law.

Dr Imogen Waugh holds a PhD in Philosophy and has 15 years teaching and educational design experience. She has a particular focus on online teaching and especially the way asynchronous activities can augment learning. She currently works for the Education Portfolio at the UNSW Business School.

Teaching infectious diseases cases studies using online platforms Presented by Dr. Abrar Chughtai & Dr. David Muscatello, Faculty of Medicine Develop Online Community

Infectious diseases continue to threaten humanity. Emerging and re-emerging infections, such as Severe Acute Respiratory Syndrome Coronavirus (SARS-CoV), pandemic influenza, avian influenza (H5N1 and H7N9), Ebola, Zika, dengue, chikungunya, Middle East Respiratory Syndrome Coronavirus (MERS-CoV) and newly emerged coronavirus disease (SARS-CoV-2), pose an additional public health challenge and require coordinated and systematic disease control responses. The focus of the Outbreak Investigation and Intelligence course (PHCM9788) is on understanding routine and unusual disease outbreaks and the application of methods for their detection and investigation and control in resource limited and developed settings. Generally, we offer this course in dual modes: • Internal students – The course is for 10 weeks and each week there is one hour for lecture and 2 hours for case studies. This consist of both face-to-face class and online components. We use a flipped classroom approach in this course. Students watch lecture videos outside of class time and experience related case studies in the classroom. An interesting aspect of this course is using infectious diseases case studies, to teach disease pattern recognition, interpretation of epidemic patterns, and analysis of epidemic and surveillance data to inform disease control. These case studies are based on historical and current outbreaks and pandemics such as, Hepatitis E, enterovirus, salmonella, E-Coli, Ebola, MERS and COVID-19. We always get very good feedback from the students on these case studies. • External students - This course is available fully online for external students. There are 10 modules corresponding to the weekly internal student program. External students work through these at their own pace over the 10-week term. The internal student weekly course sections provide the external student module structure which includes the video lectures used by all students. The modules include the same internal student case studies in Moodle Lesson format, and these provide standard feedback to each question completed by the student. To provide an interactive learning opportunity to external students, we offer three webinars (live synchronous sessions) These provide an opportunity to discuss key issues from the modules as well as the opportunity to request clarification regarding assignments. Online education is also supported through discussion forums. Due to COVID-19, we decided to offer this course in fully online mode in Term 2 2020 for both internal and external students. The main challenge was teaching the case studies. We used the following strategy: • Internal students: For internal students we used ‘Flipped Classroom” approach. Students watched lecture videos before the online weekly sessions and related case studies were discussed during the online sessions. We delivered 2-hour face to face case study sessions every Tuesday using Blackboard Collaborate. These online sessions were mandatory for internal students on the same day/ time as planned for face to face session. • External students: This operated as usual for external students, except that external students were encouraged to join the weekly internal student online sessions, but it was not mandatory. We encourage discussion among internal students on various aspects of case studies during face to face sessions. However, external students complete these case studies themselves through Moodle. The first time we taught these case studies online using Blackboard Collaborate. The general feedback on the course was good and overall course rating was high, however we faced two main challenges. 1. There was lack of interest in group work which is very important for these case studies. When we split students in groups in Blackboard and join those groups randomly, we found very less participation in the discussions during these sessions. While Blackboard Collaborate’s student connectivity experience is good, we did find it not very user friendly and group management options were difficult. 2. External students are disadvantaged by the current case study format, due to less interaction and discussion opportunities. As per university policy, we should provide equitable learning opportunities to both internal and external students. Although the case study material is the same, the learning experience may be different. We aimed to alleviate this by making the internal case study sessions available to external students. While student satisfaction is good, there is a need for a) more user-friendly platforms for online synchronous case study experience and 2) more dynamic feedback mechanisms for online self-directed case studies. References: Hamill D. Using Blackboard (VLE) to support teaching practice of academic staff in response to COVID-19. All Ireland Journal of Higher Education. 2020 Delegate takeaway/s Oct 31;12(3). • Student satisfaction can be maintained in online mode. About the presenter/s: • Case studies are important to teach infectious disease Dr. Abrar Chughtai is a medically trained epidemiologist, with substantial experience of public health programs and infectious diseases control, however, teaching case studies may be a research. He is a Lecturer at School of Population Health (SPH) and the Director of Master of Infectious Diseases Intelligence (MIDI) challenge in fully online mode. Program. He teaches both undergraduate and post graduate courses at SPH. His research interests include epidemiology and control of infectious disease, focusing on emerging and re-emerging infections. He has published more than 100 papers during last 8 years. • There is a need to develop more user-friendly platforms for online synchronous case study experience. Dr David Muscatello is a Senior Lecturer in infectious diseases epidemiology. He also has many years' experience in government as an epidemiologist specialising in acute disease surveillance using administrative databases, public health intelligence and biostatistics including time series analysis. He is particularly interested in the use of time series analysis for estimating mortality and morbidity from infectious and other diseases and for assessing the impact of health policies on populations.

Meta- and Social Cognition in the Online Collaborative Space Presented by Dr. May Lim & A/Prof. Rita Henderson, Faculty of Engineering Develop Online Community

Metacognition concerns the students’ knowledge about cognition in general, and about their own thinking processes, in particular, and how students put the knowledge to use in regulating their behaviour and learning process (Flavell, 1979). Students possessing high metacognitive awareness are considered to be more effective learners, and in the context of problem-solving, is more able to identify and define problems, activate prior knowledge, plan solution procedures, and evaluate constraints, assumptions and solution outcomes (Dore et al., 2018). Until recently, metacognition was mainly studied as a process of the individual student. This neglects the relevance of group meta and social cognition, that is, how students regulate their behaviour and how group members perceive each other’s skills, communicates their procedural and declarative knowledge to each other, and reflect on group potentialities (Smith and Mancy, 2018). The role group meta and social cognition played in developing the students’ understanding of specific concepts in engineering problem- solving process is also not sufficiently studied. Other central issues are how to incorporate metacognition explicitly into a pre-existing curriculum at a time of disciplinary congestion, and large and diverse student cohort (Newton et al., 2018). By exploring the relationship between metacognitive talk and collaborative talk in a Level 3 engineering design courses, we were able to define the influence of online interactions on metacognitive processes, while situating metacognition itself at the individual level. We operationalise collaborative metacognition by coding the students’ talk according to its metacognitive and collaborative nature, and using this approach, we identify new relationships between metacognitive talk and group interactions. We also explore the relationship between metacognitive regulation, socially shared regulation of activity, and type of talk by capturing the students’ interactions on video. We showed that the quality of talk correlate with metacognitive regulation and socially shared regulation of activity. References: Yehudit J. Dori, Zemira R. Mevarech, Dale R. Baker (2018). Cognition, Metacognition, and Culture in STEM Education, Innovations in Science Education and Technology Series, 24. John H. Flavell (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. Olivia Newton, Travis Wiltshire, Stephen Fiore (2018). Macrocognition in Teams and Metacognition: Developing Instructional Strategies for Complex Collaborative Problem Solving: What Matters. Julie M. Smith & Rebecca Mancy (2018) Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean by collaborative metacognition? Research in Mathematics Education, 20:1, 14-36.

About the presenter/s: Delegate takeaway/s

Dr May Lim is a Scientia Education Academy Fellow, Faculty of Engineering Education Innovation Fellow and a Senior Lecturer at UNSW • There are relationships between students' meta, Chemical Engineering. She has worked closely with her Faculty, PVCE, student societies, industry and professional bodies to improve the social cognitive talk and academic performance in Scientia education experience, and contributed to the development of learning activities, tools and guidelines for capturing, assessing and online group interactions. evaluating student professional development.

• Quality of talk correlate with metacognitive Associate Professor Rita Henderson is a School of Chemical Engineering academic who teaches higher level engineering design, engineering regulation and socially shared regulation of activity. project management and professional skills to Level 1, Level 3 and Level 4 engineering students using the Project Based Learning approach.

Dr Lorenzo Vigentini’s background is in psychology, learning and teaching in the Higher Education sector and e-learning. His expertise is on learning processes at the intersection of cognitive psychology, differential psychology, education and human-computer interactions, including the human and machines interface.

Ms Angela Tandon is a fourth year Chemical Engineering and Commerce student who research how metacognitive strategies can improve student experience of online collaborative learning.

Mr Samuel Wan is a fourth year Chemical Engineering and Science student who research how metacognitive strategies can improve student experience of collaborative problem solving.

Leading the Change: A UN SDG Challenge for First Year Business Students Presented by Dr. Louise Fitzgerald, Dr. Natalie Oh, UNSW Business School Capability Building

We know from experience business students love case competitions. They love running them, collaborating with industry and Business School partners, and participating in them in teams. A case competition is illustrative of problem-based learning (PBL). Students are given a real, relevant and current socio-economic problem, and need to develop a business case in response. They work together to research the problem and crack the case, design a presentation of their solution and deliver it. While PBL has been criticised for not significantly contributing to knowledge acquisition or measuring up as a whole of curriculum approach (see Colliver, 2000), others, such as Norman and Schmidt (2000: 721) argue the approach ‘does show consistent gains in satisfaction’. Marcel and Mahon (2019) describe how business education institutions have traditionally used case competitions to develop students’ ‘problem-solving skills, critical thinking flexibility, teamwork high-level communication, applied experiential learning’ and increasingly ‘a real-world taste of new business start-ups ’. Clearly, the activity develops many skills and capabilities and provides access to business organisations and networks that students value. The SDG Challenge has been a collaboration between the Business School’s Education Portfolio, an academic staff member and Global Consulting Group, ‘a pro-bono consulting service that helps students make a difference in the world by assisting active not-for-profit organisations achieve their full potential’ (http://www.gcg.org.au). The team selected two SDGs, Sustainable Cities and Communities and Climate Action and unusually decided to target first year students only. With the year 2020 witnessing disastrous bushfires and then a global pandemic, the topic of redeveloping ravaged communities has been an opportunity for students to explore, research, discuss and design solutions to issues they know will characterise our future. Initially, the event was conceived to occur mid-year and face-to-face. With the onset of Covid19, both the topic itself and the mode of delivery were adapted, with the training occurring online and the final judging event being delivered in dual mode. While GCG team members were concerned that first years were new to case competitions, their surprisingly strong response to the call for EOIs showed their readiness. The planning, selection processes, training and liaising with competing teams has been largely managed by GCG. This presentation will describe the case topic, the students’ responses and illustrate the range of capabilities among team members and students drawn on and developed during the process of the competition. First year students were required to think and learn about topics well-beyond the scope of their program studies. They demonstrated enthusiasm and passion for finding solutions to intractable issues, such as the urgent need to decarbonise, health crises, unemployment, and waste management. The judges, business leaders, consultants and an economist, were impressed by the standard of the students’ business cases and presentations and gave feedback, e.g., ‘I think … the students presented really well. I was very pleasantly surprised about the quality of their presentation materials and delivery’ (R. Scott, Director, Deloitte). There are also lessons learned from this inaugural challenge and these will be reported on as well as inform future planning. References: Colliver, J., 2000, Effectiveness of Problem-based Learning Curricula: Research and Theory, Academic Medicine: March 2000 - Volume 75 - Issue 3 - p 259-266 Norman and Schmidt (2000 Marcel, M. & Mahon, N., 2019, competition Versus Classes: Exploring the Impact of Case competitions and Communication Coursework on MBA Ranking, Business and Professional Communication Quarterly, https://doi.org/10.1177/2329490618824840 Norman, G. and H. Schmidt, 2

About the presenter/s: Delegate takeaway/s

Dr Louise Fitzgerald coordinates the Business School's Responsible Business program. Since completing Ed.D studies in training policy • Integrating SDGs in business education programs in analysis she has specialised in areas of skills and training development, including communication, critical thinking and university teaching. student-led learning activities She has researched and published on the role of skills in communities transitioning to renewable energy sources. She is a founding member

of the UNSW Climate Change Network and has worked with many others across UNSW schools and divisions on sustainability initiatives. • Students are relatively adept at transitioning to online learning and teaching Dr Natalie Oh is a Senior Fellow of the Higher Education Academy (SFHEA) and Senior Lecturer in the School of Banking and Finance. Her

research interests include market microstructures, behavioural finance and capital markets. She has worked for the World Bank on Financial • Students are open and receptive to extra-curricular Sector Assessment program and runs a NFP organisation for poverty eradication in developing countries. She is committed to exploring activities that engage them in working together on SDGs in business education. problem-solving activities Kelvin Law is a Bachelor of Commerce student, majoring in Finance. He is also the President of the UNSW branch of the Global Consulting Group, a charity that provides pro-bono management consulting services to other NFP’s through an amalgamation of student consultants and industry advisors. To date, GCG has serviced more than 150+ projects to organisations such as Amnesty International, OzHarvest, Doctors for the Environment, and the Royal Flying Doctor Service.

Rafella Angeline is a Bachelor of Commerce and Information System student. She is currently the Head of Events and Human Resources at GCG UNSW. Pursuing her interest in the technology industry, she is currently an IT Consultant for a healthcare company based in Sydney. She is also passionate about data analytics and the use of technology to help companies leverage data.

Raditia Haryo Kusuma is a Bachelor of Commerce student, majoring in Accounting and Information Systems. He is the Head of Marketing at the Global Consulting Group’s UNSW branch, and was an Accounting Peer Assisted Study Sessions Leader for the UNSW Business School. Additionally, he volunteers as a consultant with Settlement Services International to help migrants start their own businesses. Raditia has co-founded an organization that helps students become job-ready post-graduation.

Authentic Engineering Assessment using Software: From formative quizzes to high-stakes examination Presented by A/Prof. Garth Pearce, Faculty of Engineering Rethinking Assessment

This paper highlights developments in two Mech Eng courses, with a goal to deeply integrate “authenticity” into all elements of course design and assessment. Achieving this goal required fundamental changes to the assessment structure and modes of delivery, most prominently the adoption of Engineering software to augment all theoretical concepts. Authentic assessment is a broadly defined but easily understood concept, requiring students to apply knowledge and skills to solve “real world” problems [1]. Alignment of teaching and assessment with professional practice is an important subset of this wider concept for engineering. In recent decades, engineering practice has been revolutionised by software: from spreadsheets to CAD, numerical simulation, online databases and now cloud/AI services. No engineer goes long without using specialist software tools. Despite the abundance of software in professional practice, learning and teaching applications of engineering software are not deeply integrated into curricula. As a discipline, we have struggled to reconcile the need to teach software skills against a perception that it lowers assessment integrity (and detracts from learning fundamental engineering skills). A particularly unmistakable example of this tension is our obsession with high- stakes, pen-and-paper examination [2]; attempting (and often failing) to isolate a student brain from modern conveniences in the interests of “Integrity”. I have redeveloped two courses (Aerospace Structures and Finite Element Analysis) to have software at their core. In turn, this enables all activities to mirror professional practice. Rather than being a superficial addition to coursework, software is embedded into all classes, quizzes, projects and exams. This paper focuses on three interdependent innovations: Digital twins for formative assessment; Summative projects supported by software tools; and Computer-based high-stakes examination. For every theoretical calculation taught in class using “traditional” hand calculations, a digital counterpart was developed with MATLAB Live Scripts. These scripts allow for native integration of theory, widgets, simulations, and graphical output. The digital counterparts follow a common three-step framework: replicate, generalise and extrapolate. The first step replicates the class example; the next step generalises the calculation with variable inputs; the final step extrapolates to a whole class of similar problems. Students develop algorithmic problem-solving skills which allow them to decouple conceptual understanding from the underpinning mathematics. Both courses feature a major project, built around an authentic professional challenge. In Aerospace Structures, students analyse the airframe of an aircraft that they will personally fly in a subsequent course. The activity leverages the growing library of MATLAB code they are creating. In FEM, students design their own major project, including their own objectives, using best-in-class engineering analysis software. Both courses utilise a computer-based final exam in which students have access to relevant engineering software and internet access. They also have access to their own library of digital artefacts created during the course (simulations, code and spreadsheets) which creates alignment between course teaching strategy and assessment tasks. Both courses were well prepared for online examination in 2020 as the exam structures had been designed specifically for authenticity and integrity in web-enabled computer labs. Since the incorporation of software tools, both courses have run in face-to-face and online modes to high student satisfaction and specific positive comments on the authenticity of the assessment. The presentation will feature student testimonials. References: [1] Herrington & Herrington (1998) DOI: 10.1080/0729436980170304 [2] Villarroel, Boud, Bloxham, Bruna & Bruna (2020) DOI:10.1080/14703297.2018.1564882

About the presenter/s: Delegate takeaway/s

A/Prof. Garth Pearce is an Associate Professor and Deputy Head of School (Education) for UNSW Mechanical and • Enabling authentic assessment in engineering courses through Manufacturing Engineering. Garth's education interests encompass learning analytics and credentialing, technologies for deep integration of software tools maintaining student engagement at scale, and authentic assessment.

• Tips and tricks to incorporate software into formative and

summative assessment

Successful development of learning communities in large courses by teaching students how to work effectively in a group Presented by Dr. Nirmani Wijenayake, Faculty of Science Develop Online Community

One of the graduate attributes we want students to master in University is group work (Bennet, 2002). While most courses have assessments related to group work, students are rarely taught how to work in a group, so group work is consistently rated as one of the most disliked and stressful activities by students. BIOC2181, Fundamentals of Biochemistry, contains a group work assessment that is worth 30% of their final course mark. The assessment task was introduced into the course in 2018 where students had to work in a team to come up with an experiment to diagnose a patient with a metabolic disorder. When students were asked about their experience with the group project most indicated that the aspect, they struggled with the most was not the assessment task itself but coordinating how to work together in a group. It was clear that teaching students how to work effectively in a group was essential to help students have a more rewarding learning experience in group work assessments. Therefore, in 2019, the same assessment was repeated, but with the incorporation of a 10-week program that focused on teaching students how to do group work. The program consisted of hands-on group bonding activities, a workshop on conflict resolution, peer-to-peer teaching activities, feedback sessions, presentations, and an individual term long reflection diary. Using a Likert scale, students were surveyed on various aspects of the assessment task. 88% of students strongly agreed or agreed that this assessment taught them valuable skills to work effectively in a team. In the final course survey conducted by the University, the students were asked to rate whether they felt part of the learning community. In 2018 before the interventions, 33% of the students strongly agreed with this statement while in 2019, with the introduction of the 10-week program this has jumped to 55%. The introduction of the group work program seemed to have helped students form better connections with their peers from the beginning of the Term which led to better engagement in the course overall. Students are naturally more inclined to become competent at a task through group work as mastery occurs together and their sense of community grows over time (Shepard, 2000). In 2020, the group work program that was conducted face-to-face in the previous year was adapted to be fully online. The program was modified so that the students could have the same authentic experience in an online environment as they would have had in the classroom. Incorporation of an ongoing feedback form within the course also allowed the student to provide their input throughout the Term. In the final course survey for 2020, 64% of students strongly agreed that they felt part of an online learning community which is a sign of the effectiveness of this program in developing effective online learning communities and experience. The students were also very satisfied with the level of support and feedback they received in the course with the overall course satisfaction rating of 5.75 with 100% agreement. Providing students with more targeted training of ‘soft’ skills should be made a priority in their University learning process. These skills help the students to perform better and take charge of their own learning. Mastery of these skills early on could make their University experience a lot better. References: Bennett R. Employers' demands for personal transferable skills in graduates: A content analysis of 1000 job advertisements and an associated empirical study. Journal of Vocational Education and training. 2002;54(4):457- 76. Shepard LA. The Role of Assessment in a Learning Culture. Educational Researcher. 2000;29(7):4-14.

About the presenter/s: Delegate takeaway/s

Dr. Nirmani Wijenayake is an education-focused academic from the School of Biotechnology and Biomolecular Sciences. Dr. Wijenayake • How to do group assessments more effectively teaches and coordinates large first and second-year courses with a focus on online education. She is known as a leader in her school for

developing and integrating online resources and technology into teaching to enhance the student experience, increase engagement, and • How to build supportive learning environments online provide students with a personalised education.

• Different methods of feedback

Building course learning communities through synchronous learning environments Presented by Dr. Lynn Gribble & Dr. Janis Wardrop, UNSW Business School Synchronous / Asynchronous Delivery

The coronavirus pandemic resulted in a quick pivot to fully online course delivery in Term 1, and a continuation of online delivery in Terms 2 and 3. For MGMT5050 Professional Skills and Ethics the challenge was how to transform a highly interactive and engaging large class environment and shift to an online platform while retaining its unique learning environment that is a cornerstone of the course. MGMT5050’s mission is to provide a largely international student cohort, often with limited experience of self directed learning or work experience, with opportunities to build the skills and confidence in an andragogically informed learning environment (after Knowles 1973) that will scaffold their learning across the program and lead to successful outcomes across their entire learning experience at UNSW. The choice of synchronous lectures retained as much as possible the interactivity and engagement normally associated with our physical workshops. Given that many of our students are international, it was important for them to feel part of a UNSW learning community (regardless of physical location). As these students had originally chosen to study face to face, there was potential risk to student learning online if they had to be fully self-directed. The synchronous environment provides the ability to create and support the development of a learning community, and through tools used in real time, students begin to interact with each other, building engagement and connection. It also facilitates the learning of core concepts together sharing and connecting knowledge and examples to gain clarity of application. Teaching synchronously online enabled us to create space for engagement, allowing both lecturers and tutors to support students in their leaning journeys in real time. We delivered classes using BB Collaborate as it provided a seamless connection point for students. It also provides tools to record classes, capture discussion and run in class polls to encourage student participation in real time. Delivering through the Moodle interface also provided us with insights as to who was attending classes and allowed us to provide personalised engagement with students to encourage attendance and participation across the term. In face to face delivery, educators read faces, twitches, and movement in real time to assess student engagement in the material and monitor energy levels of students. We adapted tools such as Socrative (often used for real time pop quizzes) chat box functionality, emojis and polls to provide insight to how the students were feeling and what they wanted to know, enabling communications to be tailored as they would be in a classroom. To build a learning community we adopted a number of techniques to create a unique ‘classroom’ vibe. The class started with upbeat music (linked to the learning theme) to contextualise the ‘room’. It also enabled students to check their software was working and we were transmitting. It also enabled ‘play in the chat box’ as a twitter feed while setting a welcoming tone. By allowing students to ‘play’ prior to class they learned to use the software. Further they became engaged prior to class and maintained this throughout. This was purposefully designed to signal to students that they were now entering a learning space and shift to ‘learning mode’ (Heslin and Keating 2017) irrespective of where they were physically located. By focusing on building and maintaining a learning community while recognising the challenges our students face synchronous learning enabled tools hidden in plain sight to be reimagined. Our students were supported and transitioned into online learning in a highly successful manner. References: Heslin PA; Keating LA, 2017, 'In Learning Mode? The Role of Mindsets in Derailing and Enabling Experiential Leadership Development', The Leadership Quarterly, 28: 367 - 384 Knowles, MS, Holton III, EF, Swanson, RA, 2005, The Adult Learner. 6th ed Burlington, MA.

About the presenter/s: Delegate takeaway/s

Dr Lynn Gribble (SFHEA) has taught Management to large classes of Master of Business Administration and Master of Commerce • How to increase interactivity in online presentations students for ten years and has pioneered the use of voice recordings, audience response platforms and learning analytics to

personalise every interaction with her students, increasing both their engagement and learning outcomes. • How student experience and needs drive the delivery of content

Dr Janis Wardrop is an Academic leader, educational change agent and commentator on management education, business ethics • Building community in an online classroom and governance. With 15 years’ experience in academia as both lecturer, program leader and manager her expertise lies in adopting a holistic approach to curriculum design. She is committed to providing UNSW students with the best educational outcomes to establish themselves as global leaders.

Developing Cost and Time Effective ELEC2133 Analogue Electronics Remote Laboratory – Version 1.0 Presented by Dr. Aron Michael Rethinking Assessment

This talk presents a remote lab approach that was developed to deliver ELEC2133 analogue electronics laboratory in term 2 in a cost and time effective manner while achieving the same learning outcomes and experience as that of the normal face-to-face laboratory delivery mode. ELEC2133 is a second-year Electrical Engineering and Telecommunications (EE&T) core course and taken by a large cohort of students from various Engineering Schools with majority being from EE&T. In addition to lecture and tutorials, the laboratory is an important component of the course in which students undertake practical analogue circuit implementation, measurement and design verification tasks. In the normal face-to-face delivery mode, these tasks are performed in EE&T electronics laboratories equipped with instruments by students working in pair and supported by laboratory demonstrators. With COVID-19 forcing delivery of courses to be fully online in term 2, a huge challenge in relation to the delivery of the laboratory component of the ELEC2133 course was faced. The normal face-to-face mode should be converted to remote mode. The main challenges of these conversion were cost, time and maintaining the same learning outcomes and experience. Although many remote laboratory solutions for analogue electronics have been available and reported in literature [1-3], the solutions are either expensive to set-up, require extensive time and training to properly be properly deployed, or have limited flexibility and do not allow running similar experiments as intended in the ELEC2133 course. Virtual electronics labs based on simulation may be cheaper and quicker to set up. However, maintaining the learning outcomes of the course and providing similar learning experience was not possible. Therefore, a new innovative remote lab delivery approach that overcomes the aforementioned main challenges was urgently needed. Such remote laboratory has been developed and used to deliver the laboratory component of the ELEC2133 course in term 2. The remote laboratory is based on four key aspects: (i) Microsoft Teams for pairing students and providing remote access to the laboratory computer; (ii) Digital Oscilloscope with built-in signal generators and multi- meters for enabling remote measurements; (iii) in-house built reconfigurable hardware platform (named as “ELEC2133 board”) for setting up electronic circuits based on student’s design with some help from a laboratory demonstrator who resides in the laboratory during the laboratory session; (iv) camera for remote monitoring of the hardware set up on the ELEC2133 board. The approach did not incur any extra cost and was based wholly on the resources available in the School of EE&T. It was set up and tested for its proper functionality within 3 to 4 weeks in time for term 2 deployment. Students’ survey on the remote lab indicated that 72% gave three or more stars for their laboratory experience with only 4% were unsatisfied. The survey also showed that 80% students were able to perform measurements remotely with no issue and only 11% had serious issue with internet. 64% were on schedule mid-way through the lab but completion rate by the end of the term was almost 100%. 20% of students indicated that they would choose the remote lab if they had a choice between face-to-face and remote lab. Comparison of average and distribution laboratory assessment marks between remote and face-to face delivery modes showed remarkable similarities indicating achievement of the same level of learning outcomes in both modes. References: [1] Unai Hernandez-Jayo et al. Remote measurement and instrumentation laboratory for training in real analog electronic experiments, Measurements 82 (2016) 123-134. [2] A. Bagnasco et al. A Configurable Remote Laboratory for the Flexible Setup of Experiments in Electronics, in Advances on remote laboratories and e-learning experiences, edited by L. Gomes and J. Garcia Zubia, University of Deusto, Bilbao, 2007, ISBN: 978-84-9830-0. [3] L.D. Feisel et al. Learning objectives for engineering education laboratories, in: Presented at the Frontiers in Education (FIE) 32ndAnnual Conference, 2002.

About the presenter/s: Delegate takeaway/s

Dr. Aron Michael is a senior lecturer with the School of Electrical Engineering and Telecommunication, Faculty of • Be introduced to a new remote laboratory approach that may be adopted to Engineering at UNSW Sydney. He has been a course convenor for several undergraduate and postgraduate other engineering courses particularly electronic or electrical circuit-based ones. electrical engineering courses including ELEC2133 – analogue electronics. He is Deputy Director of Academic

Studies and Thesis co-ordinator at the School. His research interest is in Microsystems. • Remote laboratory delivery mode can indeed be an attractive option for some students and could be considered to coexist with the traditional face-to-face

laboratory in order to provide flexibility and personalised learning experience.

• Tailor made remote laboratory specific to a course other electronics and circuit- based courses may be set up in a cost and time effective manner without compromising learning outcomes and experiences.

Engaging students in a meaningful online lab experience in a large first year engineering course Presented by Dr. Inmaculada Tomeo-Reyes, Mr. Jason Dam & Dr. Matthew Priestley Rethinking Assessment

The COVID-19 pandemic has shaken education, with most teaching moved off-campus and students learning online, but a cornerstone of engineering education has been a challenge: the laboratories. Engineering laboratories are an integral part of learning, since they provide practical, hands-on exposure to the concepts conveyed in lectures. They are also an important part of providing real world learning (Wiggins, 1990) and contribute to students' work-readiness capabilities and employability. However, face-to-face delivery is still the dominant mechanism, and online delivery is still at a developmental stage in terms of technical maturity and educational research. There are different forms of online or virtual laboratories (Altalbe, 2018). These include simulation laboratories, where the components and equipment in a physical laboratory are replaced by high-quality computer simulations, and remote laboratories, which are based on remote interactions with physical hardware in a remote laboratory. For a simulated electrical circuit, the student can connect simulated components together and observe the simulated current and voltage outputs; whereas a computer interface and remotely controlled switches can be used in remote laboratories to configure an electrical circuit and obtain real current and voltage outputs. This work shows how laboratories in a large first year electrical engineering course have evolved from face-to-face to simulation to remote in order to adapt to COVID-19 restrictions while ensuring a deep and meaningful laboratory experience for students. In this case, course coordinators partnered with laboratory demonstrators, undergraduate students who have completed the course in the past, to redesign the laboratories. Several advantages of actively engaging students in the laboratory design process were identified, including: better understanding, engaging and empowering students; positively shifting traditional power dynamics between academics and students (Barnes et al., 2010); and inspiring and supporting students to take more responsibility for their learning (Cook-Sather et al., 2014). Historically, most students of this first year engineering course have consistently reported that face-to-face laboratories were their favourite learning activity of the course. In Term 1, where simulation laboratories were used from the midpoint of the term on, students were mostly satisfied, despite the disappointment of not being able to participate in person and the feeling that these laboratories lacked authenticity compared to face- to-face ones. Keeping in mind the students’ and lab demonstrators’ feedback, laboratories have been redesigned in Term 3 in remote form. Early feedback will be collected for these remote laboratories, but all indicators are that students will find the experience more authentic than that of simulation laboratories. References: Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Altalbe, A. (2018). Virtual Laboratories for Electrical Engineering Students: Student Perspectives and Design Guidelines. PhD Thesis. Barnes, E., Goldring, L., Bestwick, A. and Wood, J. (2010). A collaborative evaluation of student–staff partnership in inquiry-based educational development. Staff-student partnerships in Higher Education, 16-30. London: Continuum. Cook-Sather, A., Bovill, C. and Felten, P. (2014). Engaging students as partners in teaching and learning: A guide for faculty. San Francisco: Jossey-Bass.

About the presenter/s: Delegate takeaway/s

Dr Inmaculada Tomeo‐Reyes received the B.E. and M.E. degrees in Telecommunications Engineering from Universidad Carlos III de • Challenges of online delivery of engineering laboratories Madrid (UC3M), Spain, in 2006 and 2008, respectively. In 2010, she received the M.E. degree in Multimedia and Communications

from UC3M. In 2015, she completed a Ph.D. in Electrical Engineering at Queensland University of Technology (QUT), Australia. Since • Face-to-face vs simulation vs remote engineering laboratories 2018, she is an education focussed academic in the School of Electrical Engineering and Telecommunications at UNSW. She is a - What do students prefer? Senior Fellow of the Higher Education Academy.

• Advantages of student assisted laboratory design Mr Jason Dam is a final year Mechatronic Engineering student and head laboratory demonstrator for Electrical Circuit Fundamentals (ELEC1111). As a previous student of the course in 2017, he took the experiences of being a student and translated that into his own teaching style and mentality to become the demonstrator he is today. His role involves managing a small team of academics to mentor and supervise students undertaking basic electrical circuit lab activities.

Dr Matthew Priestley received the B.E. degree in Electrical Engineering and Telecommunications from James Cook University (JCU), Australia, in 2013. In 2019, he completed a Ph.D. in Electrical Engineering at the University of New South Wales (UNSW), Australia. Since the start of 2020, he has been an education focussed academic in the School of Electrical Engineering and Telecommunications at UNSW.

Future of Assessment – Academic Panel Presented by Prof. Rorden Wilkinson, Prof. Alex Steel, Prof. Gary Velan, Prof. Shirley Scott

The Future of Assessment, hosted by PVCE Professor Rorden Wilkinson and three panellists Professor Shirley Scott, Professor Gary Velan and Professor Alex Steel, discusses key learnings emerging out of COVID- 19 in assessment and feedback. The panel also looks forward to the future of high-stake exams and what assessment might look like in 10 years’ time. There will also be a brief Q&A session with the audience.

About the presenter/s:

Prof. Rorden Wilkinson is the Pro Vice-Chancellor, Education & Student Experience, at UNSW and Professor of International Political Economy in the School of Social Sciences. He is a passionate advocate of higher education and the role teaching and research play in shaping student futures. His leadership interests lie in experiential learning, educational technologies, virtual and augmented reality, institutional innovation, and cultural change. He is a champion of student participation in all aspects of university life.

Prof. Shirley Scott is co-Director of the Scientia Education Academy at UNSW and a Fellow of the Higher Education Research and Development Society of Australasia (HERDSA). Shirley Scott is Professor of International Law and International Relations and Head of the School of Humanities and Social Sciences at UNSW Canberra. She has published widely at the intersection of International Law and International Relations. One of her most significant contributions to scholarship in International Law has been her theory of international law as ideology. Her research also addresses issues including the nature of United States’ engagement with international law, Antarctic governance, and how best to address climate security in global governance. In 2019 Professor Scott was elected President of the Asian Society of International Law.

Prof. Gary Velan is an award-winning medical educator at UNSW Sydney. He is currently Senior Vice Dean (Education) in Medicine and co-Director of the UNSW Scientia Education Academy. Gary’s innovations include the introduction of online formative assessments to UNSW and the development of virtual microscopy adaptive tutorials. These improved learning outcomes for students in Medicine and Medical Science at UNSW and beyond. He led the Scientia Education Academy in the development of an ePortfolio to enable educators at UNSW to curate and showcase their teaching achievements. He is internationally recognised for research in medical education, focusing on eLearning, assessment, and feedback.

Prof. Alex Steel is Director of Teaching Strategy (Office of the Deputy Vice Chancellor Academic), and a Professor in the Law Faculty. Alex is an internationally recognised legal academic with interests in both criminal law and legal education. He has numerous teaching awards including a Commonwealth Government Citation for Outstanding Contributions to Student Learning. He is a foundation member of the UNSW Scientia Education Academy, and former Director. Alex is also a member of the Criminal Law Committee of the NSW Bar Association and has been an expert advisor to the NSW Law Reform Commission. He was previously a Consultant to the NSW Attorney General's Department, Criminal Law Review Division.