Current trends in online delivery and assessment in ANZ
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The document discusses current trends in online delivery and assessment in Australia and New Zealand, emphasizing changes driven by COVID-19. Key topics include the use of e-exams, micro-credentialing, and the evolution of collaborative online learning environments. It highlights the shift from traditional lectures to more interactive and flexible learning methods, driven by institutional adaptation to new technologies and the need for inclusivity in education.
Current trends in online delivery and assessment in ANZ
- 1. Current trends in online delivery and assessment in ANZ Professor Michael Sankey Director Learning Futures and Lead Education Architect Charles Darwin University President, Australasian Council on Open, Distance and eLearning (ACODE)
- 2. Recognition of traditional owners and indigenous cultures Charles Darwin University acknowledges the traditional custodians of the land on which we’re meeting and pays respect to Elders both past and present and extends that respect to all Aboriginal and Torres Strait Islander people.
- 3. Agenda All based on data collected by the Australasian Council on Open Distance and eLearning (ACODE) Introduction The ever-evolving ecologies for learning and teaching E-Exams To invigilate or not invigilate that is the question? Micro-Credentialling Is this hype or is there actually substance to this? Returning to the lecture Will we see a return to the bad old days? Virtual Collaboration and Groupwork in Online Learning and Assessment Can we continue to reap the benefits of collaboration and groupwork for students’ learning in an online or blended environment?
- 4. Self or cloud hosted •Institution largely either self hosted or hosted an instance with the vendor on a private cloud, allowing customisations that made upgrading more difficult SaaS •Software as a service (SaaS) vendors moving clients onto using the one version of the software. Less customisation possible, but upgrades happen much more easily API • With self hosted systems, institutions had to develop APIs (application program interface) to allow other systems to communicate with each other LTI & xAPI • The advent of LTI (learning tools Interoperability) allows learning system to invoke and to communicate with external systems against a common global standard. This is linked with extra ‘experience’ data available through xAPI Transmission of information • Systems were used to provide links to documents and learning elements contained within a repository. Limited tools in the LMS limited engagement opportunities Participatory creation • The advent of more tools to allow for the co-creation, sharing and peer-review of learning episodes. Greater interoperability has allowed for this to be more easily mediated Walled garden approach • Where the LMS was the central repository for learning and pathways inside the LMS led students to different elements in the one garden Open garden approach • The LMS still has a role but now so do many other systems that can interoperate. Pathways lead between the different gardens providing far more variety Antecedents and descendant in a changing digital ecology
- 6. E-Exams • Use of proctoring software • Which applications are being used • How this differs from 2020
- 7. Used some form of Proctoring tool 22 20 Yes N=42
- 8. What/which application/s were used to run online exams in S/T1 2021? 7 4 2 5 5 3 3 2 1 1 Proctor U Respondus Monitor Cadmus Proctorio Zoom RP Now Inspera ExamSoft Iris eVigilation N=22* * A number of universities employed more than 1 tool
- 9. 7 4 2 5 5 3 3 2 1 1 8 12 Proctor U Respondus Monitor Cadmus Proctorio Zoom RP Now Inspera ExamSoft Iris eVigilation N=42 What/which application/s were used to run online exams in S/T1 2021?
- 10. Is this different to what you did in 2020? 16 26 Yes N=42
- 11. Micro-credentialling • No one solution • Government will soon implement a new framework • TACs are requiring certainty • Only half the Uni’s in ANZ have a policy in place • Less have a framework or credentialling engine • But this has increased significantly over the last two years
- 12. Returning to the lecture • COVID-19 provided Uni’s with both threats and opportunities in how to support students in core teaching activities, such as lectures • Many took the opportunity to reposition their approach to lecturing • Others have held firm • Many institutions will not return to that mode of delivery in the future • Lecture will not cease to exist, rather instructions will now be far more judicious as to how many and how often they will use them
- 18. Virtual Collaboration and Groupwork in Online Learning and Assessment • ACODE 83 Workshop held online in April 2021. • Participants discussed how collaboration and groupwork in learning and assessment may have changed due to the rapid shift online. • It considered the affordances of online and blended environment, and more specifically what equity/inclusion challenges have arisen from this, and how Uni’s are addressing these challenges.
- 19. N=32
- 21. Main themes Tools That Could be Better Utilised • MS Teams • Lots of flexibility as there is so much in it, we are only scratch the surface • Students will use in the business world • The integrated nature of Teams • App based and flexible Technical Challenges • Teams does have some issues e.g. dual tenancy • Not seen to be about L&T yet • Early days and many have not investigated technical side yet • The non-persistent nature of some tools • Supported by different area (tech vs non-tech) Main Business Drivers • LMS integrations were seen as really important • Emergency remote teaching, cost savings, many already have the O365 tools and LMS • 21st century tools and moving to more professional tools • A TEL strategy and set of standards for digital learning • A stronger focus on active, collaborative and authentic learning and assessment
- 22. Main themes cont… Primary Tools Used for Assessment • LMS Features x29 (91%) • Zoom for oral presentations and monitoring x6 (19%) • Teams x4 (13%) • Bb Collaborate x3 • FeedbackFruits x2 • Other single responses including, Cadmus, Perusall, Mural and Google Student Equity Issues • How well do Uni’s assess collaboration/assessment tools for digital equity? • ‘poorly and ad-hock’ x6 • active compliance with WCAG standards x4 • Use of the ASCILITE TELAS Framework x3 • 16% (5) explicitly mentioned that technology committees took an active interest • Universal Design for Learning (UDL) x5 Support Resources for Students • Half the institutions help students with their private devices • Others did not and also deferred student support to other areas (Library) • 25% identified having bursaries and loan schemes to assist with buying ICTs
- 24. Four White Papers • This has all been based on data from a range of ACODE Surveys over the last 12 months, looking at emerging trends in the sector, on how Uni’s conduct teaching and assessment. • Much was predicated on what was necessary due to COVID-19, but this has also allowed Uni’s to consider the longer-term advantages of different forms of assessment, most notably the ‘exam’. • This shift in thinking has extended to what Uni’s considering different forms of delivery of their core content, with there being a distinct shift away from the ‘Lecture’. • This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. • This presentation has provided a summary of some of the key data of how Uni’s are approaching the next few years, as uncertainty around the future of in-person learning and teaching persists.